Upload
phungngoc
View
243
Download
4
Embed Size (px)
Citation preview
Achieving CAEP Standards: Challenges in Saudi Higher Education
Mohammed Saleh Alkathiri University of Dammam
1
2
Saudi Higher Education (Accreditation and Teacher Education);
CAEP Accreditation Standards;
Saudi Higher Education Readiness for CAEP Standards;
Fundamental Priorities for Saudi Education Preparation Providers to consider.
AGENDA
3
Saudi Higher Education (Accreditation and Teacher Education);
CAEP Accreditation Standards;
Saudi Higher Education Readiness for CAEP Standards;
Fundamental Priorities for Saudi Education Preparation Providers to consider.
AGENDA
Saudi Higher Education
• The higher education sector is a major player in the future of the country.
• The government spending on higher education is huge. Further, some universities sought funds from non-government sources.
Achieving CAEP Standards: Challenges in Saudi Higher Education
4
• Resources are not enough to
insure or claim quality.
Claims to quality have to be
based on outcomes.
(Terenzini, 2010)
Saudi Higher Education
Achieving CAEP Standards: Challenges in Saudi Higher Education
5
Many initiatives to assure quality in higher education:
The strategic plan (AFAQ);
The National Centre for Assessment in Higher Education
(NCAHE);
The National Commission for Academic Assessment and
Accreditation (NCAAA).
Accreditation
Achieving CAEP Standards: Challenges in Saudi Higher Education
6
• The NCAAA standards are meant to provide a general framework
to assure quality for institutions.
• Therefore, different colleges may consider adapting other
standards, such as CAEP for teacher education, which are specific
to the field of study while they keep meeting the national quality
standards of NCAAA.
Teacher Education
Achieving CAEP Standards: Challenges in Saudi Higher Education
7
• Enrolment rate in education fields represents 39 percent of all
enrolled students in Saudi Arabia (Alnassar and Dow, 2013)
• 6.3 percent in health sciences;
• 4.3 percent in engineering.
• King Abdullah Project for the Development of Public Education in
2007 (teacher training, curriculum review and provision of
technology for teaching and learning).
8
Saudi Higher Education (Accreditation and Teacher Education);
CAEP Accreditation Standards;
Saudi Higher Education Readiness for CAEP Standards;
Fundamental Priorities for Saudi Education Preparation Providers to consider.
AGENDA
CAEP
Achieving CAEP Standards: Challenges in Saudi Higher Education
9
• The Council for the Accreditation of Educator Preparation (CAEP)
is an organization that based on the consolidation of the National
Council for Accreditation of Teacher Education (NCATE) and the
Teacher Education Accreditation Council (TEAC).
• The aim for CAEP is to assure excellence in teacher preparation by
focusing on quality and continuous improvement through peer
review and evidence-based accreditation.
(CAEP, 2013)
CAEP Standards
Achieving CAEP Standards: Challenges in Saudi Higher Education
10
• Standard 1: Content and Pedagogical Knowledge
• Standard 2: Clinical Partnerships and Practice
• Standard 3: Candidate Quality, Recruitment, and Selectivity
• Standard 4: Program Impact
• Standard 5: Provider Quality Assurance and Continuous
Improvement.
11
Saudi Higher Education (Accreditation and Teacher Education);
CAEP Accreditation Standards;
Saudi Higher Education Readiness for CAEP Standards;
Fundamental Priorities for Saudi Education Preparation Providers to consider.
AGENDA
Standard 1: Content and Pedagogical Knowledge
Achieving CAEP Standards: Challenges in Saudi Higher Education
12
• Students must be well-prepared in terms of content and pedagogical
knowledge;
use of research and evidence;
effective communication and use of technology.
• This will result in having effective teachers who can design, implement, communicate, evaluate and improve their lessons.
(CAEP, 2013)
• Teaching and learning culture;
• Ineffective use of technology;
• Low research activities.
Challenges
Standard 1: Content and Pedagogical Knowledge
Achieving CAEP Standards: Challenges in Saudi Higher Education
13
• Strategic leadership
• Effective curriculum design
• Strategy for improving research activity
• Development training programs
Recommendations and Possible Solutions
Standard 2: Clinical Partnerships and Practice
Achieving CAEP Standards: Challenges in Saudi Higher Education
14
• EPPs have to ensure that graduates from their programs have experienced effective partnerships and clinical practice during preparation.
• The high-quality clinical partnerships and practice give opportunities to improve graduates’ preparation by linking theory and practice.
(CAEP, 2013)
• Low quality pre-service teacher practicum.
Challenges
Standard 2: Clinical Partnerships and Practice
Achieving CAEP Standards: Challenges in Saudi Higher Education
15
• Implementation of outcomes-based assessment
• Use of students’ satisfaction surveys
Recommendations and Possible Solutions
Standard 3: Candidate Quality, Recruitment, and Selectivity
Achieving CAEP Standards: Challenges in Saudi Higher Education
16
• EPPs take the responsibility for assuring the quality of their students and graduates before, during, and after the program.
• Students will have the potential to succeed in the program, become effective teachers, and meet the employment needs.
(CAEP, 2013)
• Student admission
• Workforce planning.
Challenges
Standard 3: Candidate Quality, Recruitment, and Selectivity
Achieving CAEP Standards: Challenges in Saudi Higher Education
17
• Higher admission requirements
• Curriculum development
Recommendations and Possible Solutions
Standard 4: Program Impact
Achieving CAEP Standards: Challenges in Saudi Higher Education
18
• EPPs must be satisfied with the preparation of their graduates and provide evidence that the graduates have a positive impact on P-12 students’ learning.
• Employers and the graduates themselves are satisfied with the preparation program because it equips graduates with the knowledge and skills needed to work effectively
(CAEP, 2013)
• Traditional approach to assessment
• Faculty concerns and resistance.
Challenges
Standard 4: Program Impact
Achieving CAEP Standards: Challenges in Saudi Higher Education
19
• Establishing educational development centers
• Faculty must have a major role in the design and implementation of the assessment in their programs
Recommendations and Possible Solutions
Standard 5: Provider Quality Assurance and Continuous Improvement
Achieving CAEP Standards: Challenges in Saudi Higher Education
20
• EPPs have to show their ability to use the data from different measures and evaluations as tools for ongoing improvement.
• The continuous and systematic process of evaluation will allow EPPs to continuously assure quality of their programs
(CAEP, 2013)
• Lack of information availability
• Lack of ongoing process of evaluation
• Consideration of accreditation as painful obligation.
Challenges
Standard 5: Provider Quality Assurance and Continuous Improvement
Achieving CAEP Standards: Challenges in Saudi Higher Education
21
• Clear strategy to determine what type of
information available
• Assessment as a tool to improve the quality of student learning
Recommendations and Possible Solutions
22
Saudi Higher Education (Accreditation and Teacher Education);
CAEP Accreditation Standards;
Saudi Higher Education Readiness for CAEP Standards;
Fundamental Priorities for Saudi Education Preparation Providers to consider.
AGENDA
Priority Areas for Improvement
There are three fundamental priorities for Saudi EPPs
to consider:
• Faculty involvement and development;
• Strategies for curriculum improvement;
• Strategies for quality assurance.
Achieving CAEP Standards: Challenges in Saudi Higher Education
23
24
Thank You!
25
Bibliography
Alghamdi, A. K., & Deraney, P. (2013). Effects of teaching critical thinking to Saudi female university students using a stand-alone course. International Education Studies, 6(7), 176-188.
Al-Ghamdi, S. & Tight, M. (2013). Selecting and developing high-quality academic staff. In Smith, L. & Abouammoh, A. (Eds.), Higher education in Saudi Arabia: achievements, challenges and opportunities (pp. 83-93). London: Springer.
Alharbi, M. (2009). Evaluation of quality: Student perceptions. The International Journal of Learning, 16(9), 281–296.
Alheezan, A. (2009). Examining art education in boys' middle schools in Saudi Arabia in Riyadh (Doctoral dissertation). The Florida State University, United States.
Alnahdi, G. H. (2014). Educational change in Saudi Arabia. Journal of International Education Research, 10(1).
Alnassar, S. A. & Dow, K. L. (2013). Delivering high-quality teaching and learning for university students in Saudi Arabia. In Smith, L. & Abouammoh, A. (Eds.), Higher education in Saudi Arabia: achievements, challenges and opportunities (pp. 49-60). London: Springer.
Al-Ohali, M. & Shin, J. (2013). Knowledge-based innovation and research productivity in Saudi Arabia. In Smith, L. & Abouammoh, A. (Eds.), Higher education in Saudi Arabia: achievements, challenges and opportunities (pp. 95-102). London: Springer.
Alwadai, M. A. (2014). Islamic teachers’ perceptions of improving critical thinking skills in Saudi Arabian elementary schools. Journal of Education and Learning, 3(4), 37–48.
Astin, A. (1993). What Matters in College? San Francisco: Jossey-Bass.
Aytekin, I., Abanmy, F., Hussein, H., & Alsaadany, M. (2012). Saudi secondary school teachers’ attitudes towards using interactive whiteboard in classrooms. The Turkish Online Journal of Educational Technology, 11(3), 286- 296.
Bell, S. (2010). Project-based learning for the 21st century: skills for the future. The Clearing House, 83, 39–43.
26
Bibliography (continued)
Cydis, S. (2014). Fostering competencies in future teachers: A competency-based approach to teacher education. Creative Education, 5, 1148-1159.
Darandari, E. & Cardew, P. (2013). Accreditation and quality assurance. In Smith, L. & Abouammoh, A. (Eds.), Higher education in Saudi Arabia: achievements, challenges and opportunities (pp. 103-115). London: Springer.
Hamdan, A. (2014). The road to culturally relevant pedagogy: expatriate teachers' pedagogical practices in the cultural context of Saudi Arabian higher education. McGill Journal of Education, 49(1), 201–226.
Irvine, V., Code, J., & Richards, L. (2013). Realigning higher education for the 21st century learner through multi-access learning. Journal Of Online Learning & Teaching, 9(2), 172-186.
Kereluik, K., Mishra, P., Fahnoe, C. & Terry, L. (2013). What knowledge is of most worth: teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29(4), 127–140.
Khan, I. A. (2011). An analysis of learning barriers: The Saudi Arabian context. International Education Studies, 4(1), 242-247.
McMullen, M. G. (2014). The value and attributes of an effective preparatory English program: perceptions of Saudi university students. English Language Teaching, 7(7), 131–140.
Mueller, A. & Welch, M. (2006). Classroom-based professional development: teachers’ reflections on learning alongside students. The Alberta Journal of Educational Research, 52(2), 143-157.
National Commission for Academic Accreditation and Assessment (NCAAA). (2010). Handbooks 1–3. Riyadh: NCAAA.
National Commission for Academic Accreditation and Assessment (NCAAA). (2008). Quality assurance and accreditation in Saudi Arabia. Riyadh: NCAAA.
Onsman, A. (2010). Dismantling the perceived barriers to the implementation of national higher education accreditation guidelines in the Kingdom of Saudi Arabia. Journal of Higher Education Policy and Management, 23(5), 511–519.
27
Bibliography (continued)
Rahman, M., & Al Haisoni, E. (2013). Teaching English in Saudi Arabia: prospects and challenges. Academic Research International Journal, 4(1), 112-118.
Reddy, K. (2012). Students as consumers: the implications of the consumer protection act for higher education institutions in South Africa. SAJHE, 26(3), pp 586-605.
Robertson, M. & Al-Zahrani, A. (2012). Self-efficacy and ICT integration into initial teacher education in Saudi Arabia: matching policy with practice. Australasian Journal of Educational Technology, 28(7), 1136-1151.
Saudi Ministry of Economy and Planning. (2010). Ninth Development Plan. In Main Directions of the Ninth Development Plan (chapter 2). Retrieved from http://www.mep.gov.sa/inetforms/themes/clasic/file/download.jsp;jsessionid=82F54B1915D71A4482B7C82AF3F6899A.alfa?FileAttribute=DownloadTranslation.Content&TableName=DownloadTranslation&DownloadTranslation.ObjectID=599
Smith, L. & Abouammoh, A. (2013). Higher education in Saudi Arabia: achievements, challenges and opportunities. London: Springer.
Terenzini, P. T. (2010). Assessment with open eyes: pitfalls in studying student outcomes. New Directions for Institutional Research, 23(5), 29–46.
The Council for the Accreditation of Educator Preparation (CAEP). (2013). CAEP accreditation standards and evidence: Aspirations for Educator Preparation.