Improving Quality of School's Program Through New Accrediting Regulations PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Improving Quality of School's Program Through New Accrediting Regulations PDF full book. Access full book title Improving Quality of School's Program Through New Accrediting Regulations by Mark Godman. Download full books in PDF and EPUB format.
Author: Mark Godman
Publisher:
ISBN:
Category : High schools
Languages : en
Pages : 28
Get Book Here
Book Description
Author: Mark Godman
Publisher:
ISBN:
Category : High schools
Languages : en
Pages : 28
Get Book Here
Book Description
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309449251
Category : Medical
Languages : en
Pages : 151
Get Book Here
Book Description
The purpose of accreditation is to build a competent health workforce by ensuring the quality of training taking place within those institutions that have met certain criteria. It is the combination of institution or program accreditation with individual licensureâ€"for confirming practitioner competenceâ€"that governments and professions use to reassure the public of the capability of its health workforce. Accreditation offers educational quality assurance to students, governments, ministries, and society. Given the rapid changes in society, health, and health care, the National Academies of Sciences, Engineering, and Medicine hosted a workshop in April 2016, aimed to explore global shifts in society, health, health care, and education, and their potential effects on general principles of program accreditation across the continuum of health professional education. Participants explored the effect of societal shifts on new and evolving health professional learning opportunities to best ensure quality education is offered by institutions regardless of the program or delivery platform. This publication summarizes the presentations and discussions from the workshop.
Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309166616
Category : Medical
Languages : en
Pages : 429
Get Book Here
Book Description
The United States is rapidly transforming into one of the most racially and ethnically diverse nations in the world. Groups commonly referred to as minorities-including Asian Americans, Pacific Islanders, African Americans, Hispanics, American Indians, and Alaska Natives-are the fastest growing segments of the population and emerging as the nation's majority. Despite the rapid growth of racial and ethnic minority groups, their representation among the nation's health professionals has grown only modestly in the past 25 years. This alarming disparity has prompted the recent creation of initiatives to increase diversity in health professions. In the Nation's Compelling Interest considers the benefits of greater racial and ethnic diversity, and identifies institutional and policy-level mechanisms to garner broad support among health professions leaders, community members, and other key stakeholders to implement these strategies. Assessing the potential benefits of greater racial and ethnic diversity among health professionals will improve the access to and quality of healthcare for all Americans.
Author: Hysa, Eglantina
Publisher: IGI Global
ISBN: 1668451964
Category : Education
Languages : en
Pages : 317
Get Book Here
Book Description
Recently, the priorities of higher education have adjusted; where before the focus was primarily on the financial side of education, institutions now consider people to be their main source of value and education to be much more than the production and dissemination of knowledge. Due to this, a gap has been created between decades of emphasis on financing and the undermining of the qualitative requirements of education. New Perspectives on Using Accreditation to Improve Higher Education outlines key issues that must be addressed if accreditation agencies globally are to achieve their primary objective of ensuring that universities and the degree programs they offer are of even greater quality than they are at present. Covering topics such as leadership, assessment, and sustainability, this reference work is ideal for principals, policymakers, higher education staff, researchers, scholars, academicians, practitioners, instructors, and students.
Author: Congressional Research Service
Publisher: Createspace Independent Publishing Platform
ISBN: 9781545197226
Category :
Languages : en
Pages : 32
Get Book Here
Book Description
There are three general types of accrediting agencies, each of which serves a specific purpose. Regional accrediting agencies operate in six regions of the United States and concentrate their reviews on IHEs within specific regions of the country. National accrediting agencies operate across the United States and review institutions with a common theme (e.g., religiously affiliated institutions). Finally, programmatic accrediting agencies operate nationwide and review programs and single-purpose institutions. The accreditation process is voluntary and must be requested by educational institutions or programs. While accrediting agencies' review processes are guided, in part, by federal requirements, specific procedures for reviews are adopted by the individual agencies and vary among them. In general, however, the review process begins with an institutional self-assessment, then an institution is reviewed by an outside team of peers primarily composed of higher education faculty and practitioners, and finally, a comprehensive report is submitted by the team of peers to the accrediting agency, which then makes an accreditation determination. Although the federal government relies on accrediting agencies to evaluate the quality of education offered at IHEs, the HEA and ED regulations provide a variety of requirements that accrediting agencies must meet to be recognized by ED. Key provisions require that accrediting agencies meet general membership requirements (e.g., agencies must have a voluntary membership of IHEs); consistently apply and enforce standards that ensure the education programs, training, or courses of study offered are of sufficient quality to meet the stated objective for which they are offered; use review standards that assess student achievement in relation to the institution's mission, including, as applicable, course completion, passage of state licensing examinations, and job placement rates; evaluate, among other considerations, an institution's or program's curricula, faculty, facilities, and fiscal and administrative capacity; and meet due process requirements with respect to the institutions and programs they accredit.
Author: Virginia. Department of Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 68
Get Book Here
Book Description
The purpose of public education in Virginia is to provide children with a quality education giving them opportunities to meet their fullest potential in life. Standards for the accreditation of public schools in Virginia are designed to ensure that an effective educational program is established and maintained in the state public school system. These standards are intended to: (1) Provide an essential foundation of educational programs of high quality in all schools for all students; (2) Encourage continuous appraisal and improvement of the school program for the purpose of raising student achievement; (3) Foster public confidence; (4) Assure recognition of Virginia's public schools by other institutions of learning; and (5) Establish a means of determining the effectiveness of schools. Following a list of definitions and statement of purpose, guidelines for establishing standards in the following areas are discussed: (1) Philosophy, Goals, and Objectives; (2) Student Achievement Expectations; (3) Requirements for Graduation; (4) Transfer Students; (5) Program of Instruction and Learning Objectives; (6) Instructional Program in Elementary Schools; (7) Instructional Program in Middle Schools; (8) Instructional Program in Secondary Schools; (9) Standard and Verified Units of Credit; (10) Summer School; (11) Elective Courses; (12) College Preparation Programs and Opportunities for Postsecondary Credit; (13) Standard School Year and School Day; (14) Family Life Education; (15) Off-Site Instruction; (16) Library Media, Materials and Equipment; (17) Extracurricular and Other School Activities, Recess; (18) Role of the principal; (19) Role of Professional Teaching Staff; (20) Role of Support Staff; (21) Administrative and Support Staff; Staffing Requirements; (22) School Facilities and Safety; (23) School and Community Communications; (24) Expectations for School Accountability; (25) Procedures for Certifying Accreditation Eligibility; (26) Application of the Standards; (27) Action Requirements for Schools that are Accredited with Warning or Accreditation Withheld/Improving School Near Accreditation; (28) Action Requirements for Schools that are Denied Accreditation; and (29) Recognitions and Rewards for School Accountability Performance. The document concludes with discussion of Special Provisions and Sanctions; Waivers; and Effective Date. An index is included.
Author: William J. Rothwell
Publisher: Springer Nature
ISBN: 3030140040
Category : Business & Economics
Languages : en
Pages : 292
Get Book Here
Book Description
This book provides a guide to the process of accrediting training programs, sets out how to achieve consistent measurement of the results of training, and explains why accreditation is critical for capturing and developing today’s workers’ skills, aiding retention, and boosting strategic organizational credibility with millennials. Workplace and executive training is a multi-billion dollar industry and yet an enormous percentage of that budget is spent on programs that have never been rigorously examined to ensure that they are fit for purpose and deliver value for the money. If you’re signing off on that budget, or asking your people to spend time on training programs, shouldn’t that concern you? Training accreditation offers vital quality assurance, ensures global consistency of results and delivers accountability for learning and performance outcomes. Apart from delivering better results and greater ROI, organizations can differentiate themselves from their competitors in the employment marketplace by offering accredited proprietary training. After all, digital natives, and indeed all of today’s most talented potential employees, expect (and increasingly demand) the high quality, engaging and transferable employee development that only accredited programs can deliver. Aligning with the standards set by the International Association of Continuing Education and Training (IACET) – today’s premier accreditation body for training programs – the authors offer principles for quality program structure, delivery, and improvement needed to achieve accreditation. They share practices used by high quality training program managers today, covering business alignment and program administration along with the planning, design, delivery and evaluation of learning systems.
Author: Richard Arum
Publisher: University of Chicago Press
ISBN: 0226028577
Category : Education
Languages : en
Pages : 272
Get Book Here
Book Description
In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.
Author: Robert Kelchen
Publisher: JHU Press
ISBN: 1421424738
Category : Education
Languages : en
Pages : 271
Get Book Here
Book Description
Beginning with the earliest efforts to regulate schools, the author reveals the rationale behind accountability and outlines the historical development of how US federal and state policies, accreditation practices, private-sector interests, and internal requirements have become so important to institutional success and survival
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Higher Education and Workforce Training
Publisher:
ISBN:
Category : Accreditation (Education)
Languages : en
Pages : 64
Get Book Here
Book Description
