National Academic Reference Standards (NARS)

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National Academic Reference Standards (NARS)
Magdy Kassem Suez Canal University
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(No Transcript)
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Two ideas that underpin the QA frame work
1 - Explicit learning outcomes
and 2-
Referencing against appropriate
reference points
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Two ideas that underpin the QA frame work1 -
Explicit learning outcomes
and2- Referencing
against appropriate reference points
Explicit Learning Outcomes and Information on
Achievement
Institutional
External
Institutional and External Points of Reference
for Learning Outcomes and Standards
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1 - Explicit learning outcomes
and2-
Referencing against appropriate reference points
Explicit Learning Outcomes and Information on
Achievement
Institutional
External
National Qualifications Frame Works Code of
Practices
Subject Benchmarks
Program Specification
Institutional and External Points of Reference
for Learning Outcomes and Standards
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1- Referencing against appropriate reference
points and 2 - Explicit learning outcomes
Explicit Learning Outcomes and Information on
Achievement
Institutional
External
National Qualifications Frame Works Code of
Practices
Subject Benchmarks
Program Specification
NARS
Institutional and External Points of Reference
for Learning Outcomes and Standards
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QAAP Criteria for Accreditation

• ILOs
• Curriculum
• Student Assessment
• Student Achievement

Academic Standards
NARS
Quality of learning opportunities
Research Other scholarly
Effective of quality management
Community Involvement
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Generic Specifications for Academic Standards

• The content and skills described in the standards
  reflect the recognized essential concepts and
  basic knowledge of the discipline.
• The standards are rigorous (that is, both
  demanding and precise), and require students to
  apply, analyze, synthesize, and evaluate.
• The standards are clear and appropriate for grade
  level.
• The standards are written at a level of
  specificity that will best inform instruction,
  neither so narrow as to be trivial nor so broad
  as to be meaningless.
• The standards reflect an appropriate balance of
  content and skills.
• The standards are aligned with national and
  world-class standards.

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Accreditation/Standards

• Input Based early stages
• -Faculty
• -Facilities
• -Space

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Accreditation/Standards

• Input Based early stages
• -Faculty
• -Facilities
• -Space
• Output Based later on
• - Intended learning outcomes
• - Attainment level

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Objectives The primary purposes of the National
Academic Reference Standards (NARS) are to
assist -
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• Objectives
• The primary purposes of the Academic Standards
  are to assist -
• higher education institutions in designing and
  validating programs of study

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• Objectives
• The primary purposes of the Academic Standards
  and Benchmarking Statements are to assist -
• higher education institutions in designing and
  validating programs of study
• academic reviewers and external examiners in
  verifying and comparing standards

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• Objectives
• The primary purposes of the Academic Standards
  and Benchmarking Statements are to assist -
• higher education institutions in designing and
  validating programs of study
• academic reviewers and external examiners in
  verifying and comparing standards
• where appropriate, professional bodies during
  accreditation and review processes

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• Objectives
• The primary purposes of the Academic Standards
  and Benchmarking Statements are to assist -
• higher education institutions in designing and
  validating programs of study
• academic reviewers and external examiners in
  verifying and comparing standards
• where appropriate, professional bodies during
  accreditation and review processes
• students and employers when seeking information
  about higher education provision.

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Innovation
Glob.
New Scientific Tech. Developments
Knowledge Intellectual Practical skills
Aware of local and international changes
ICT
Professional ethics
Learning to Learn
Stakeholders needs
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Innovation
Capstone Project
Glob.
PBL
Mini projects
New Tech. Developments
Specialization
Engineering Sciences
Engineering Design
Entrepreneurship
Foundation
Humanities
Mathematics
B.Sciences
Stakeholders
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NARS
1- What is ( the field of study)
2. Attributes of (the graduating
Student) 3.NARS (knowledge understanding
skills ( Intellectual, Practical transferable)

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NARS
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Knowledge understanding
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Practical Skills
Intellectual Skills
?????? ????
General Transferable Skills
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Blooms Taxonomy
Likely words Key question Level
define/repeat/name/state/recall What do you know? Knowledge

explain/discuss/express/identify How can you convey understanding? Comprehension

demonstrate/apply/use/operate How can you apply knowledge? Application

test/calculate/categories/infer How can you analyze what you know? Analysis

design/construct/create/propose How can you synthesize what you know? Synthesis

judge/appraise/evaluate/assess How can you evaluate what you know? Evaluation
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Engineering NARS
1.What is Engineering? 2.The attributes of an
engineer the skilled application of a
distinctive body of knowledge and Understanding
based on mathematics, science and technology,
integrated with business and management, which
is acquired through education and professional
formation in a particular engineering
discipline. The engineer must be able to
exercise original thought, have good
professional judgment and be able to take
responsibility for the direction of important
tasks. It is necessary therefore that
undergraduate programs for engineering students
foster and inculcate the following knowledge and
understanding, abilities, and qualities of
mind.
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The Attributes of an Engineer

• an ability to apply knowledge of mathematics,
  science and engineering concepts to the solution
  of complex engineering problems
• an ability to design and conduct experiments and
  to analyze and interpret data
• an ability to design a system, component or
  process to meet required needs
• an ability to function within multi-disciplinary
  teams
• an ability to identify, formulate and solve
  engineering problems
• an understanding of professional and ethical
  responsibilities
• an ability to communicate effectively
• an ability to consider and avoid the detrimental
  impact of engineering solutions within social or
  global measures
• an ability to use the techniques, skills and
  modern engineering tools necessary for
  engineering practice

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The Attributes of an Engineer

• An ability to apply knowledge of
• mathematics,
• science and
• engineering concepts
• to the solution of
• complex engineering problems

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Attributes of Pharmacy Graduates

• Master relevant data on
• various medicines including
• actions ,
• uses, and
• drug-drug, drug disease and drug -food
  interaction,
• as well as adverse effects.

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The attributes of a typical graduate in
Veterinary

• Graduate has a profound knowledge and
  understanding of normal animal, poultry and fish
  structure and function, as well as abnormalities
  that occur in common diseases.
• The graduate has the skills of animal management
  and behavior within a safe environment.
• The graduate can diagnose, assess, prevent and
  treat common and important animal diseases in a
  variety of settings.
• The graduate contributes in solving complex
  animal diseases, welfare and environmental
  problems in the surrounding society.
• The graduate contributes in increasing
  understanding in the society by application of
  scientific methods in research and analysis
  working collaborative with other professionals.
• The graduate operates with respect for the
  legal and other regulations and applies the
  veterinary code of practice including ethics.
• The graduate have a profound knowledge and
  understanding of the economic impact and factors
  on delivery of animal health care, as well as
  nutrition and nutritional standards.
• The graduate has the appropriate professional and
  personal attitudes and behavior, including
  critical evaluation, curiosity and life long
  learning skills as well as ethical and legal
  frame of medical practice.
• The graduate is proficient in basic veterinary
  clinical skills and interpret the findings to
  demonstrate competence in the performance of
  basic technical procedures.

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The attributes of a typical graduate in
Veterinary

• The graduate can
• diagnose,
• assess,
• prevent and
• treat common and important animal
  diseases
• in a variety of settings.

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NARS
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??????? ??????
Knowledge understanding
?????? ?????
?????? ???????
??????
???????
Practical Skills
Intellectual Skills
?????? ????
General Transferable Skills
??????? ??????
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NARS
??????? ??????
Knowledge understanding
?????? ?????
?????? ???????
Practical Skills
Intellectual Skills
?????? ????
General Transferable Skills
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Engineering

• Knowledge and Understanding Of
• - Mathematics ,science, engineering and ITC
  appropriate to the discipline.
• - Design principles of a component, process or a
  system and their application to the specific
  discipline.
• - Principles of problem solving and systems
  thinking.
• - Professional ethics and social-economical
  impact of engineering solutions locally and
  globally.
• - Modern engineering techniques for manufacturing
  and operational practice.
• - Quality systems, codes of practice, safety
  requirements and environmental issues.
• - Entrepreneurial and commercial practice.

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Engineering

• Knowledge and Understanding Of
• - Mathematics ,science, engineering and ITC
• - Design principles of
• - Principles of problem solving
• - Professional ethics
• - Modern engineering techniques
• - Quality systems, codes of practice, safety
  environmental
• - Entrepreneurial and commercial practice.

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Pharmacy

• Knowledge and understanding
• The properties of materials that they handle
  and the effect that these properties have on the
  formulation of medicines.

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• Intellectual skills
• - Ability to use selected/appropriate
  mathematical, science, engineering and ICT
  knowledge in analysing and solving engineering
  problems.
• - Ability to use appropriate scientific
  principles of mathematics, science, engineering
  and ITC to design, create and analysis a
  component, system, or process.
• - Ability to commercialize knowledge.
• Practical Skills
• - Use IT tools and experimental design techniques
  to design, test, analysis and interpretation of
  experiment and results.
• - Use of measuring and laboratories equipment
  necessary for research and testing of design
  ideas and engineering practice.
• - Ability to search for information.
• - Ability to start up companies and manage
  projects

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• General and Transferable skills
• - Ability to function in a multidisciplinary
  team.
• - Management of self/ Time, flexibility to adapt
  to change and working under contradictory
  conditions.
• - Effective communication oral and in writing.
• - Evidence based presentation and solution of
  problems.
• - Management of data, knowledge and IT.
• - Management and motivation of people.
• - Providing leadership and vision.

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Implementation

• NARS Characterization

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NARS Characterization
- Indicative Minimum curriculum content by
knowledge area
-Definition of Knowledge Areas
- NARS INDICATIVE CHARACTERIZATION
OF SUBJECT AREAS (ILOs)
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Knowledge understanding
?????? ?????
?????? ???????
Practical Skills
Intellectual Skills
?????? ????
General Transferable Skills
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??????? ??????
NARS
??????? ??????
Knowledge understanding
?????? ?????
??????
?????? ???????
Practical Skills
???????
Intellectual Skills
?????? ????
General Transferable Skills
??????? ??????
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??????? ??????
NARS
??????? ??????
Knowledge understanding
Characterization
?????? ?????
??????
?????? ???????
Characterization
Practical Skills
???????
Intellectual Skills
?????? ????
General Transferable Skills
??????? ??????
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??????? ??????
NARS
??????? ??????
Knowledge understanding
Characterization
?????? ?????
??????
?????? ???????
Characterization
Practical Skills
???????
Intellectual Skills
Program specification
Program specification
?????? ????
General Transferable Skills
??????? ??????
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Accomplishments

• Engineering Sector 17
• Agriculture 14
• Basic Sciences 7
• Pharmacy 1
• Nursing 1
• Veterinary 1
• NQAAC- Egypt Total 41

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Challenges
Challenges

• Implementation is difficult due to lack of
• - Experience
• - Financial resources
• More efforts to finish the other specializations

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Responsibilities

• Implementation is the responsibility of the
  Ministry of higher education.
• Extensive workshops are needed to support
  faculties to use the NARS.

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Conclusion

• We are on the Wright track but
• too much efforts need to be
  done

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Thank you Magdy Kassem