Quality Assurance & Academic Standards

The office of Education Quality and Academic Standards was first established as a Quality Assurance and Examination Center in 2009. Later, with the implementation of Business process Re-engineering (BPR), the office became one of the four directorate offices organized under the Teaching-Learning core process.

The office has been undertaking numerous activities in close collaboration with all concerned bodies to maintain the quality of education. The office operates based on the input, process and output control model for quality. .

First of all, the office extensively works on the input control mechanism. Regarding this mechanism, the office works hand-in-hand with other offices. For example, the office is concerned with the competency of the University’s teachers and engages indifferent activities to inspect their competence. In case gaps are observed, the office facilitates matters in order for the gaps to be filled. This is especially true when gaps are observed regarding teaching –learning methodologies. The office is also concerned with the entry level competence of the students. In collaboration with other concerned bodies, the office assesses the entry level competence of students and arranges bridging mechanisms for those whose competencies are below the expected standard. There are also many activities accomplished by the office to ensure input quality. .

Secondly, the office engages in process control for the realization of quality education. This second component is the focal area of the office. For quality to result there must also be a quality process. The University has envisaged the philosophy of Active Learning and Continuous Assessment. This is a recent teaching-learning philosophy that is accredited for its enabling power. Therefore, the office works with full efforts for the perfect implementation of this philosophy. .

Thirdly, the office works on the output control mechanism for the realization of quality education. There is no guarantee to get quality education with quality input and quality processes alone. There must be a continuous follow up of the output to monitor for its quality. For example, to assure the competency of the University’s graduates the office, in collaboration with other offices, offers summative exams. It also devises mechanisms by which graduates are traced and their success is evaluated. In addition to its on-campus activities, the office also has some strong external relations. It is working in close collaboration with the national Higher Education Relevance and Quality Agency to assure the quality of education delivered at the University. The office prepares internal quality audit guidelines in line with that of the national agency. It is also planning to conduct an internal quality audit of the various programs of the University in collaboration with the agency in the near feature.