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EDUCATION QUALITY

Education Quality Indicators

Education Quality Accreditation Commission

 

 

PERSPECTIVES IN EDUCATION QUALITY AND ACCREDITATION

 

Understanding and evaluating the education quality requires a comprehensive picture of the unique and complex characters of the system that produced them. The following Education Quality framework is designed to place learning outcomes and educational achievements in perspective.

 

The Education Quality Accreditation Commission vision of the Education Quality supports on: European recognition directives in education quality and training, ECTS Credits from the European Credit Transfer and Accumulation System, USA recognition directives in education quality and training, USA education accreditation indicators, other independent education accreditation references, education industry quality assurance standards, education quality indicators, UNESCO policy on education quality, personal excellence and achievements.

 

In nearly every country, higher education is controlled and monitored by the national government, which promulgates higher education quality and policy. As free markets, open frontiers, and individualism spread around the world, however, many nations are adapting their higher education systems to the more liberal, competitive and diverse. Accreditation is one of the major factors behind this global trend. Accreditation reflects the comparative advantages of numerous and diverse institutions and methods of higher education quality, and respects its core values of autonomy, self-governance, scholarship, and the assurance of academic quality through peer review. Today, higher education quality is emerging as a diverse, competitive, decentralized "system," with vibrant private and public sectors in which colleges and universities enjoy comparatively high autonomy.

 

Employers, parents, students, and others look to organizations of educational accreditation for consistent and reliable information about the quality of educational institutions, and increasingly, seek to participate in the process itself. There is no single model for providing the information and involvement which are so important for public accountability, and each organizations of educational accreditation will want to relate, in terms of its own structure and procedures, how it ensures this accountability and education quality.

 

 

Education Quality Indicators

 

 

EUROPEAN INDICATORS

 

AMERICAN INDICATORS

 

INTERNATIONAL INDICATORS

 

INDEPENDENT INDICATORS

 

 

 

INSTITUTIONAL HISTORY

1999

The Education Quality Accreditation Commission founders were aware of the need of international standard-setting instruments in the field of education quality and accreditation that were indispensable in a decentralized global world in order to keep pace with rapid changes in the private educational sector and to guaranty education quality standards, while promoting the development of efficient education quality and accreditation systems. Following the premise of thinking globally though acting locally, the Education Quality Accreditation Commission was rooted in the most representative socioeconomic environments of the Western World.

The Education Quality Accreditation Commission was incorporated in the United Kingdom with Companies House Reg. Number: 3.728.049 to best represent the interest of UK and Commonwealth countries in the provision of accreditation and quality auditing to education institutions.

2000 

The Education Quality Accreditation Commission was incorporated in Washington D.C., USA, as a non profit corporation to best represent North America and the English language areas of influence. Additionally it was incorporated in Spain with Reg. Number: B80317283 to best represent the interest of European, Mediterranean and Latin American Spanish speaking countries.

The "Together in the World Foundation (TW)", which developed programs and activities in line with the orientations set out by UNESCO in respect to the promotion of social and cultural development, fostered the establishment of the Education Quality Accreditation Commission as the means to enhance the promotion of quality education and complement social and cultural development through sound independent educational initiatives. The Education Quality Accreditation Commission was deeply inspired by the UNESCO policy on education for the Twenty-First Century.

2001

The TW Foundation recognized the need of the Education Quality Accreditation Commission institutional autonomy for further development of the project. Mrs. Mercedes Lopez, director of TW Foundation, resigned her duties in relation to the Education Quality Accreditation Commission. Dr. Francis Dessart, from Belgium, became the president of the independent EQAC. Dr. Samuel Murinda, from Zimbabwe, was appointed EQAC Secretary.

2004

Prof. Dr. Francis Dessart resigned from his position due to age and health problems. Dr. Samuel Murinda reduced his implication in the EQAC Secretary due to his other professional and academic ventures. The Education Quality Accreditation Commission fell into a period of low activity. In 2008, Dr. Guillermo M. Olsen became the new president of the Education Quality Accreditation Commission. The activities, regulations and services of the EQAC were deeply revised. The website was redesigned. Eduardo Cano, from Spain, was appointed EQAC Secretary.

2012

The Education Quality Accreditation Commission met in order to approve a more executive management of the Commission. Doctor William Martin was appointed the new president. Nuria Mañon, from Spain, was appointed EQAC Secretary.