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Achieving CAEP Standards: Challenges in Saudi Higher Education

Mohammed Saleh Alkathiri University of Dammam

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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

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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.


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• Resources are not enough to

insure or claim quality.

Claims to quality have to be

based on outcomes.

(Terenzini, 2010)

Saudi Higher Education


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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


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• 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


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• 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).

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AGENDA

CAEP


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• 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


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• 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.

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AGENDA

Standard 1: Content and Pedagogical Knowledge


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• 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


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• Strategic leadership

• Effective curriculum design

• Strategy for improving research activity

• Development training programs

Recommendations and Possible Solutions

Standard 2: Clinical Partnerships and Practice


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• 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


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• Implementation of outcomes-based assessment

• Use of students’ satisfaction surveys


Standard 3: Candidate Quality, Recruitment, and Selectivity


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• 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


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• Higher admission requirements

• Curriculum development


Standard 4: Program Impact


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• 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


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• Establishing educational development centers

• Faculty must have a major role in the design and implementation of the assessment in their programs


Standard 5: Provider Quality Assurance and Continuous Improvement


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• 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


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• Clear strategy to determine what type of

information available

• Assessment as a tool to improve the quality of student learning


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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.


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Thank You!

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Bibliography (continued)

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