Standards Of Higher Education Research Articles

РАЗВИТИЕ КОММУНИКАТИВНО-ПРОЕКТИРОВОЧНЫХ УМЕНИЙ У МАГИСТРАНТОВ ТЕХНИЧЕСКИХ СПЕЦИАЛЬНОСТЕЙ ПРИ ОБУЧЕНИИ АНГЛИЙСКОМУ ЯЗЫКУ

The article studies the efficiency of project technologies applied in teaching of Mas-ter’s Degree Students as well as the development levels of their soft and project-based skills following the analysis of literature on Psychology, Pedagogy, Methods of Teaching and best practices of teach-ing English to Master’s Degree Students of science and technology. The purpose of the study is to examine the development of soft and project-based skills in Master’s Degree Students of science and technology in teaching them English under the transition to online and blended teaching in higher school. The object of the research is the process of teaching English to Master’s Degree Students of science and technology; the subject is the development of soft and project-based skills when teaching English under the "Practical Course on Cross-Cultural Communication". Theoretical (analysis, systematization and generalization) and empirical (experi-mental learning, testing) methods were used in the research. As a result of experimental learning English, Master’s Degree Students of science and technology are able to apply up-to-date communi-cation-based technologies for academic and professional communication in the foreign language. It complies with the Federal State Standards in Higher Education.

Virtual Lab Simulator in Mechanical Engineering Education-Hybrid Approach

Many universities worldwide are partially disrupting their education by the spread of the coronavirus. Consequently, the Universities took the necessary steps to change their teaching methods to online laboratory experiments and workshops. However, universities should continue to maintain their higher education standards and provide a high-quality student experience required for the learning outcomes associated with each degree program. Adhering to online teaching methods for both theory and practical lectures has created a challenge in education. The discussion of the theory lessons by showing PPTs and video presentations was comfortable for students. In addition to that, virtual labs came into existence. These virtual labs had a significant impact on students' learning process, but this did not apply to all labs. This paper projects the outcome of the virtual lab using the explicit dynamic analysis application in solid works software and integration of AR & VR teaching techniques. This paper also includes the work done by the students and the effective outcome utilization of virtual labs compared with practical labs by using mild steel specimens.

Technology as a tool for assisting students with special educational needs to learn and like mathematics and science: a literature review

Students with Special Educational Needs are encouraged to achieve high academic standards in Mathematics and Science education to better understand the natural world, develop life skills, and achieve career success. In this regard, digital technology assists students with disabilities in achieving Mathematics and Science literacy. This article presents a systematic literature review on the role of technology in Science education for students with Special Education Needs. An extensive search in academic databases yielded 24 journal articles from 2006 to 2022. These 24 empirical studies’ were reviewed through electronic databases, including Scopus, ERIC, Google Scholar, and Science Direct. The findings demonstrate that using assistive technology in Mathematics and Science education had a major positive impact on students’ motivation, attitude, and academic performance. Positive learning outcomes probably depend on how digital technology is used, specifically the capabilities of each unique technological implementation. For evidence-based research designs in digitally supported learning environments for students with Special Education Needs, digital technology and its affordances are recommended, among other quality indicators.

THEORETICAL ANALYSIS OF THE CONCEPTUAL PRINCIPLES OF PROFESSIONAL AND PEDAGOGICAL COMPETENCES OF FUTURE TEACHERS OF VOCATIONAL EDUCATION

The article is devoted to the theoretical analysis of the conceptual foundations of the problem of formation of professional and pedagogical competencies of future teachers of vocational education. The relevance of diagnostics of the levels of formation of key competencies among future teachers of vocational education in the context of the new standard of higher education is substantiated, and an analysis of scientific research on the outlined problem is carried out.
 Competence characterizes the specialist's ability to realize their human potential for professional activity. Competence of a specialist with a higher education is the desire and willingness to realize one's potential (knowledge, skills, experience, personal qualities, etc.) for successful productive activity in the professional and social sphere, being aware of its social significance and personal responsibility for the results of this activity. activity, the need for its constant improvement. The article analyzes the concepts of "competence" and "competency", defines the essence of the concepts "competent" and "competence approach". The problem lies in the large number of definitions and the lack of a generally accepted one.
 In addition, the article analyzes the regularities of the functioning of the higher education system, considers the problem of criteria for determining pedagogical competencies. In the context of the formation of the professional competence of the future teacher of vocational education, its components are defined; the professional and pedagogical competencies specified among the program outcomes of study according to the new standard of higher education are explained. The essence of the formation of professional and pedagogical competence in the process of educational and cognitive activity according to the new standard of higher education is revealed. The content of evaluative competence, the essence of evaluative skills of a teacher of vocational education was analyzed, and the specifics of modular training were revealed. The need to develop a new toolkit for assessing the competencies of future specialists, teachers of vocational education is substantiated.

Electric vehicles and energy-saving technologies – master's degree program under the Erasmus project Cybphys

Problem. The quality of higher education is achieved by compliance with the conditions for the implementation of educational activities and learning outcomes with the requirements of legislation and higher education standards, professional and international standards, as well as the needs of stakeholders and society. Obviously, the requirements, recommendations and opinions of stakeholders play one of the main roles in the process of ensuring the quality of higher education. It should be noted that without ensuring and improving the quality of higher education, it is impossible to obtain accreditation of an educational program (EP) in the relevant specialty. Goal. Obtaining feedback from employers and representatives of the academic community with experience in working and teaching in 141 specialties "Electrical Power Engineering and Electromechanics" to improve the quality of education in the Master's EP "Electric vehicles and energy-saving technologies". Methodology. The method of questioning consists in obtaining information by means of written answers of respondents to a system of standardized questions. Methods of information processing and synthesis method - the study of an object in its integrity, in the unity and interconnection of its parts. Results. An analytical review of decisions on EP and publications on the introduction of innovative teaching methods and methods of maintaining the quality of the educational process into the educational process was carried out. In a number of educational components, the list of literature will be expanded due to the technical documentation of automakers and references to modern research by foreign authors. It is proposed to improve the existing and develop new laboratory and practical work on modern equipment purchased through the CybPhys project and on the equipment of interested employers. It is proposed to expand the practical component of the educational components of the EP related to the cycle of professional training disciplines. It is proposed to add the topic "Alternative power sources" to the cycle of disciplines of the applicant's free choice (professional training section). Originality. It is proposed to conduct practical and laboratory classes and conduct research on the topic of the thesis directly in production and in the daily work of service stations and car service. Practical value. Based on the results of the feedback received from stakeholders, appropriate changes will be made to the courses that will improve the quality of education and make the master's EP "Electric vehicles and energy-saving technologies" even more relevant and relevant for the labor market in the field of electric power, electrical engineering and electromechanics, in particular, with regard to the industry electric vehicles and energy saving technologies.

PSYCHOLOGICAL-PEDAGOGICAL AND PRACTICAL MODERN TEACHER TRAINING: RESULTS OF THE MONITORING STUDY

The article presents the results of the monitoring study on the issue of practical training of future teachers in higher pedagogical education institutions in Ukraine. The study is conducted by scientists of the Department of Content and Technologies of Pedagogical Education of the Ivan Zyazyun Institute of Pedagogical and Adult Education of the National Academy of Pedagogical Sciences of Ukraine in 2020-2022 within the framework of the research work "Substantiation of the content and methods of practice in higher pedagogical education institutions" (РK 0120U100228). The peculiarities of legislative regulation of practical training of future teachers in Ukraine are revealed. It is presented in the main provisions of the Concept for the Development of Pedagogical Education in Ukraine, Professional Standards of Teacher, Professor, Higher Education Standards, National Qualifications Framework, etc. The article describes the specifics of the organization of practice in higher pedagogical education institutions in correlation with psychological and pedagogical training at the bachelor's, master's, and doctoral educational levels. It indicates the quantitative and qualitative changes in the practical training of specialists in the pedagogical specialty based on the analysis of educational and professional, educational and scientific programs for 2016-2022; outlines the negative aspects of its organization in modern conditions. Modern challenges in conducting various types of practice in higher pedagogical education institutions are identified. They are the following: the need to update the regulations on the organization of practice in teacher training, lack of adequate funding, discreteness of pedagogical partnership, insufficient resources for conducting practices in the context of mixed and distance learning, etc. Recommendations for improving the organizational principles of practice in the training of future teachers at the legislative, regulatory, managerial, and organizational levels are summarized.

Leadership matters in democratic education: Calibrating the role of Principal in one democratic school

Abstract Through a series of conversations, Fintan McCutcheon and Joanna Haynes explore McCutcheon's reflections on school leadership in the contexts of the Educate Together movement (in the Republic of Ireland) and, specifically, in his aspiration to build an optimally democratic school in Balbriggan. Much of the academic and professional literature on school leadership depicts the role of school leaders as expressing a strong vision for the school, with charismatic communication and strategic skills, and putting explicit emphasis on high educational standards. On the ground, the school leader is required to maintain executive governance standards, is accountable to a range of hierarchies and audiences and is in a custodian role to traditions of school culture and human resource relationships. Taken together, these academic, professional and contractual obligations can corral the school leader into practice of limited scope, obstructed by protocol, risk-averse and curtailed in creativity and, in relation to developing a democratic school, lacking in the necessary room for innovation. The conversation focuses on the rough ground of incident and messiness, identified through critical moments of school life when the aspirations to be democratic, to lead democratically, to teach democracy and to create a sustaining democratic school culture are lived-out. Through this dialogue, the conversants observe a practice of school leadership grounded in practical reason. The dialogue touches on and threads congruence between the on-the-ground risk-taking, rule-breaking, action orientation, nuanced dialogue, passionate engagement and deep reflection that characterise day-to-day school leadership practice. It concludes with ideas concerning the dynamics of forms of democracy that can prevail.

The extent to which quality assurance standards in higher education include concepts of sustainable development

التعليم من اجل التنمية المستدامة هو مطلب، حثت الامم المتحدة على تبنيه، من اجل تفاعل مجمل العملية التعليمية مع التحديات التنموية، الوطنية والعالمية، وتسخير التعليم لاعداد الكفاءات اللازمة للتخطيط لتخفيف وطأة هذه التحديات او التكيف لها. لما كان مثل هذا التعليم ضرورة تنموية وحاجة ملحة لتامين الاهداف الانمائية للشعوب، فان من الاولى ان تقوم اسس التعليم الجامعي على مبادئه (التعليم من اجل التنمية المستدامة) او على الاقل تضمين معايير الجودة للجامعات اسس ومفاهيم ومحددات تتصل بجوهر التعليم من اجل التنمية المستدامة سواء في التركيبة المؤسسية للجامعات او مفردات ادائها، كالمناهج او الابحاث او الممارسات الميدانية. تدرس هذه الورقة مديات تضمين معايير الجودة السائدة في العراق لمفاهيم التعليم من اجل التنمية المستدامة من خلال احصاء تواجد كلمات ارشادية تتصل بجوهر التنمية المستدامة في احد عشر محورا تمثل معايير الجودة للجامعات العراقية.

The principal’s role in managing curriculum change: Implications for the provision of quality education

Drawing mainly on Lewin’s 3-Phase Process of Change framework, in the study reported on here we explored the role of principals in facilitating curriculum reforms. A case study design within an interpretivist paradigm was employed to determine the experiences and perceptions of principals, school management teams (SMTs) and teachers of how principals managed curriculum changes in their schools. Change is deemed a necessary and significant component of educational praxis. Principals, as instructional leaders, are compelled to be the driving force in managing curriculum reforms, ensuring that changes are conscientiously aligned to high learner achievement. Data were gathered through personal and focus-group interviews using a purposeful sample comprising of 4 principals, 13 SMT members and 9 teachers. Findings reveal that principals were not directly involved in the facilitation of curriculum changes but delegated this to deputy principals and heads of departments. For SMTs and principals to effectively manage curriculum changes, a collaborative culture must exist in schools. It is recommended that principals should make a paradigm shift by placing high priority to the procurement of adequate resources, providing support and development to teachers, and keeping abreast with latest trends in teaching. This approach will result in high learner achievement and educational standards.

Educational standards and programs in higher education of Ukraine: research results

The article summarizes the results of research on the modernization of the structure and content of higher education through the introduction of modern levels and degrees, the list of specialties, the development and implementation of new standards of higher education, educational (educational-professional, educational-scientific, educational-artistic) programs in the process of implementing the Law of Ukraine «About higher education». The state of normative-legal, organizational-methodical support and informative-analytical activity of state management bodies in the field of education and science, their subdivisions and public structures responsible for the development of domestic higher education in modern conditions is analyzed.
 Since September 2014, when the Law of Ukraine "On Higher Education" entered into force, a new stage of reforming the higher education system began, aimed at improving the quality and competitiveness of domestic higher education on the European market of educational services. Having concluded an association agreement with the European Union and received the status of a candidate for joining it and, thus, effectively joining the European educational and scientific community, Ukraine must adapt its own legislation in the field of higher education to European ones, reform the system of higher education, modernizing all its components , applying common European principles and mechanisms. First of all, it is about the modernization of the structure and content of education through the adoption of a system of easily understandable and comparable degrees of higher education; the new structure of higher education, which is based on three cycles (bachelor, master, doctor of philosophy), modern standards and educational programs. It is emphasized that these processes are carried out according to European criteria and are essential steps towards improving the quality of Ukrainian higher education on its way to the European educational community.
 The timeliness and completeness of the adopted decisions and implemented measures are assessed, as well as their compliance with the quality criteria of the EAHE. The reasons for the slowdown of individual processes are outlined, the debatable nature and ambiguity of a number of adopted decisions are noted, and approaches to their avoidance are proposed. It is noted that in the conditions of martial law declared in the state, the mechanism and conditions of accreditation of educational programs have been temporarily simplified, the validity periods of accreditation documents and the term of authority of personal staffs have been extended sector of higher education and scientific and methodical commissions.

Digital technology supports science education for students with disabilities: A systematic review

Students with disabilities are being encouraged to achieve high academic standards in science education to understand the natural world, acquire life skills, and experience career success. To this end, digital technology supports students with disabilities in order for them to achieve science literacy. While relevant research has presented evidence-based practices to teach science content, the role of technology has yet to be clearly defined in teaching and learning processes. This article presents a systematic literature review on the contribution of technology in science education for students with disabilities. A total of 21 journal articles, during the 2013–2021 period, were identified after an exhaustive search in academic databases. The educational context and learning outcomes of these 21 empirical studies were analyzed. The results show that increased motivation was the main contribution for using digital technology in science education. Positive learning outcomes likely depend on the way digital technology is used, i.e., affordances of each specific technological implementation. Digital technology and its affordances are recommended among other quality indicators for evidence-based research designs in digitally supported learning environments for students with disabilities.

The medical education systems in China and Thailand: A comparative study.

Background and AimsBoth China and Thailand attach great importance to education and are committed to high educational standards on an international level. Our study is to compare the medical education reforms that have occurred in China and Thailand to further improve the medical education system in China.MethodsThrough a search of official documents and prior studies, as well as consultation with Thai students studying in China, we gathered data regarding the evolution of the medical education systems in China and Thailand. The aggregate materials are incorporated into the summary and analysis.ResultsOver 200 journals and literature were analyzed retrospectively. Thailand's medical education reforms encompass Western strategies without neglecting domestic cultural factors and priorities, and a standardized and medical education system has been established. Chinese medical education reform has yielded remarkable results, though further improvements remain necessary.ConclusionReforms of Thailand's medical education system offer important experiences and lessons for China, that the development of medical education needs to absorb the merits of others and also needs to have its own national characteristics. The key to medical education reform in China lies in the establishment of a system that is dedicated to science, while also serving its primary purpose of training high‐level medical talent that can meet the needs of Chinese society.

Coping with nursing education during a pandemic

COVID-19 pandemic has presented both the lecturers and students with ‘the good and the bad’. Conventional means of training preregistration healthcare workers or delivering lectures seems not to be adequate in the face of limited periods for face to face classes. Different avenues have been developed by educational institutions to mitigate the absence of face to face lectures. In order to maintain high standards of education and production of healthcare workers capable of providing desired level of care to patients, it is necessary for different stakeholders to come together with the aim of developing sustainable alternative means of teaching at every level of the educational system.

Educational digital transformation and digital Competences: legal aspects

In the article the author considers the legal aspects of the digital transformation process in the field of education and the digital competences formation to ensure the processes of global digitalization of the economy. For the study purposes the concept of “educational digital transformation” is formulated as the transformation of the mechanisms of human formation as a person, their talents, intellectual, creative and physical abilities, and values through the use of digital technologies in the formal and informal educational process. Such digital transformation occurs at two levels. At the educational and methodological support level by updating lectures, practical tasks with interactive teaching methods, participants communication in educational process. The second level is the organization of educational institutions as research platforms. The genesis of the concepts “information literacy”, “media literacy”, “digital literacy” and “metaliteracy” are studied. Considering the concept of metaliteracy the category “information technology competences” is proposed. Information competences are based on information processing skills at all stages of the information process and technological competence is related to the formation of skills for working with hardware and software devices and depends on the professional field of activity. By means of proposed classification of “information-technological competences” the Framework of digital competences and two standards of higher education (specialty 081 “Law” and 015 “Professional education” (pedagogy) are analyzed. It is established that in the standards of education, in addition to information-technological competences, there is an additional group of professional information competences. They are related to the high abstract cognition ability in professional activities (the ability to learn, apply knowledge in practice, analyze retrospectives, carry out comparative analysis, determine appropriate and acceptable facts, analyze problems, the ability for logical, critical and systematic analysis). The implementation of these standards and the development of information technology competences can solve some tasks of the educational digital transformation. Firstly, the standard enshrines the legal regulation of the development of information and technological competences. Secondly, the requirements for educating lawyers and teachers, who will understand the socio-economic processes of digital transformation, and will be able to make a major contribution to the digital transformation of education system and other areas of the digital economy ensuring its legal regulation, are formulated.

An overview of Internal Medicine Point-of-Care Ultrasound rotations in Canada

BackgroundPoint-of-care ultrasound (POCUS) is a growing part of internal medicine training programs. Dedicated POCUS rotations are emerging as a particularly effective tool in POCUS training, allowing for longitudinal learning and emphasizing both psychomotor skills and the nuances of clinical integration. In this descriptive paper, we set out to review the state of POCUS rotations in Canadian Internal Medicine training programs.ResultsWe identify five programs currently offering a POCUS rotation. These rotations are offered over two to thirteen blocks each year, run over one to four weeks and support one to four learners. Across all programs, these rotations are set up as a consultative service that offers POCUS consultation to general internal medicine inpatients, with some extension of scope to the hospitalist service or surgical subspecialties. The funding model for the preceptors of these rotations is predominantly fee-for-service using consultation codes, in addition to concomitant clinical work to supplement income. All but one program has access to hospital-based archiving of POCUS exams. Preceptors dedicate ten to fifty hours to the rotation each week and ensure that all trainee exams are reviewed and documented in the patient’s medical records in the form of a consultation note. Two of the five programs also support a POCUS fellowship. Only two out of five programs have established learner policies. All programs rely on In-Training Evaluation Reports to provide trainee feedback on their performance during the rotation.ConclusionsWe describe the different elements of the POCUS rotations currently offered in Canadian Internal Medicine training programs. We share some lessons learned around the elements necessary for a sustainable rotation that meets high educational standards. We also identify areas for future growth, which include the expansion of learner policies, as well as the evolution of trainee assessment in the era of competency-based medical education. Our results will help educators that are endeavoring setting up POCUS rotations achieve success.

SAP Analytics Cloud: Intellectual service of digital transformation

In the context of digital changes taking place in the world, there is a need to use an end-to-end competency-based approach in the implementation of the Federal State Educational Standards of Higher Education. The use of effective data mining tools as a tool for understanding digital transformation processes is becoming especially relevant. The process of digital transformation of education is one of the most important components of the digitalization of the economy, which is the reason for the need to study the basics of data mining as an essential element of the educational paradigm of the current stage in education. The methodology for teaching the technology of “intelligent search” in SAP Analytics Cloud is relevant. This methodology is divided into several stages, each of which is aimed at the formation of specific professional competencies and their consolidation. The situational task that allows you to form the necessary competencies within the framework of the “Business Informatics” direction is described in the article. Also, two cases are proposed to consolidate the acquired competencies through independent work. Format of the methodology description is presented in the form of the traditional key-by-key technology, which is widely used in obtaining professional competencies in IT sphere.

A path towards “international standards” for the Cambodian academic system?

“International standards in higher education and research” cover, in fact, a set of “tools” developed in different countries and in different times aiming to answer the demands of modern societies from their education system. This article starts with a discussion of the rationale behind these international standards and the organizational tools that can facilitate their implementation. Our observations on the Cambodian higher education system seem to point to the necessity to develop new implementation tools answering the “how” question even if many institutional tools are included in the large arsenal of decrees and sub-decrees already adopted. The second part of the article starts with these observations, considers how they can give rise to some fragilities in the Cambodian higher education system, and proposes some practical measures that aim to alleviate them.

Quality of placements during the pandemic and the applicable sanitary regime as assessed by physiotherapy students from Poland

Introduction: The COVID-19 pandemic and the related sanitary rigour pose a great challenge for universities preparing young people to work in medical and medicine-related professions, including the profession of a physiotherapist. It is particularly difficult to conduct placements, during which both students and employees of the institution as well as patients will be provided with maximum safety, but at the same time high standards of education will be maintained. The aim of the study was to assess possible changes in the quality of placements that might have occurred during the COVID-19 pandemic and the applicable sanitary regime. Material and methods: The study was conducted in October 2021 among 67 students of physiotherapy at the University of Applied Sciences in Tarnow, Poland. The sample consisted of both women (n = 49) and men (n = 18) who had completed at least one full work placement prior to the outbreak of the pandemic and at least one full work placement during the pandemic. Students voluntarily filled in a purpose-built electronic questionnaire, in which they responded to 20 questions referring the conditions of placements, cooperation with staff, the atmosphere in the institution and the skills acquired there. They determined on a scale of 1 to 5 (1 – has definitely changed in favour, 5 – has definitely changed in an unfavourable way), how professional practices have changed due to the pandemic and the sanitary regime. Students could also add their comments in the form of recommendations aimed at improving the quality of placements. They were invited to do it with the following statement: Provide an example of a practical solution that would help improve the quality of placements. Results: According to the respondents, the most unfavourable changes in the quality of placements caused by the pandemic are: increased stress related to placements, worse conditions for learning how to diagnose and plan therapy, limited opportunities to learn about modern methods of therapy and limited opportunities to work directly with the patient. The respondents also noticed positive changes in the quality of placements. These were the opportunity to work in a small group, a better atmosphere in the institution, more help from the staff and better familiarization with the place of the placement. Conclusions: The pandemic has brought both positive and negative changes in the quality of placements. Monitoring the quality of placements and surveying students’ opinions is a very important tool in improving the quality of education. It is worthwhile to carry out extra quality control studies at times of change to be aware of possible changes in the quality of placements induced by such challenging situations. It was also interesting to notice that students expect some of the changes related to the sanitary regime to persist after the pandemic has ended.

TOPICAL PROBLEMS OF PREPARATION OF FUTURE TEACHERS FOR THE IMPLEMENTATION OF THE FOLLOW-UP BETWEEN PRESCHOOL AND PRIMARY LEVELS OF EDUCATION

In the article the author analyzes the compliance of the professional standard "Tutor of preschool educational establishment" of higher education in specialty 012 "Preschool education" in terms of professional training of future educators of GSE. There is some discrepancy between general and professional competencies in these documents. Inconsistencies will cause a number of problems and the future tutors (graduates) might face them while working in preschool educational establishments. After all, their level of training will not meet modern requirements and professional standards.
 The article actualizes the problem of professional training of future specialists in accordance with modern requirements. A thorough analysis of the issue of continuity between preschool and primary education through the prism: compliance with higher education standards in specialties 012 "Preschool education" and 013 "Primary education" in the aspect of professional training of future tutors of GSE and primary school teachers on the implementation of pedagogical interaction in the context of continuity. There has been analyzed the presence of consensus on the issue of continuity, which is specified in the professional standards of "Tutor of GSE", "Teacher of primary school general education", which determined the regulation of normative documents to ensure continuity in the primary education sphere.
 In addition, the article substantiates the organizational and pedagogical conditions under which continuity will be effectively ensured in practice: they include the revision of the program of professional training of future primary school teachers and teachers for pedagogical interaction in the context of continuity; normalization of the standard of higher education in the specialty 012 "Preschool education" in accordance with the professional standard "Preschool teacher"; development and mandatory introduction of disciplines "Continuity and prospects in the education and upbringing of children and students of preschool and primary education" during the training of future tutors and primary school teachers; inclusion in the tasks of industrial practice the issue of continuity between the initial links of education; coordination of professional methods of teaching and raising children in both links of education in order to ensure continuity, continuity and prospects; development of a single targeted focus of cooperation between GPE, primary school, family and the public in the context of continuity between the initial links of education; increasing the level of professional and pedagogical competence of teachers of both educational links.

Developing a Quality Automation Framework to Assess Specifications for Academic Accreditation in Saudi Arabian Universities

Saudi Arabia's higher educational standards are gradually evolving to match the country's vision 2030. The importance of education and a strong emphasis on educational quality are the determinants to realize this vision. Recent studies reveal that the faculty members spend a lot of time preparing documents for the accreditation program and eventually may lose interest in the process. There is a lack of an automated system to prepare documents for accreditation and the need for one is strongly felt. Educational institutions entail multiple accreditations to ensure their quality. In addition, accreditation enables educational institutions to attract student communities. The study intends to develop an integrated framework to prepare documents and maintain quality practices for multiple academic accreditations. The proposed system employs application-programming interfaces for publishing data from the database that facilitates an added security to the primary data. Moreover, it automates the overall accreditation process and minimizes manual interaction. Researchers employed the database of the AlMaarefa University and used it as a testbed for implementing the framework.The initial set of results are promising and support educational institutions to improve their quality of service.