Illusions of Improvement: Aspirations and Realities of Quality Assurance and Accreditation Policy in Afghanistan Higher Education

Autor/inn/en	Niroo, Wolayat Tabasum; Glass, Chris R.
Titel	Illusions of Improvement: Aspirations and Realities of Quality Assurance and Accreditation Policy in Afghanistan Higher Education
Quelle	In: Higher Education Research and Development, 41 (2022) 3, S.952-966 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Glass, Chris R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1867514
Schlagwörter	Quality Assurance; Accreditation (Institutions); Foreign Countries; Educational Quality; Higher Education; Educational Policy; Government Role; Educational Resources; Educational Change; Developing Nations; Educational Development; Public Colleges; Western Civilization; Political Influences; Afghanistan + Suchen Sie Ihr Suchwort? Qualitätssicherung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Ausland; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Bildungsmittel; Bildungsreform; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Political influence; Politischer Einfluss
Abstract	To enhance the quality of higher education in Afghanistan, the Afghan Ministry of Higher Education (MoHE) adapted quality assurance and accreditation (QAA) policies developed in other countries to the Afghan context. Perspectives on the effectiveness of the new QAA policy have been mixed. On the one hand, the MoHE believes the QAA policy has transformed the Afghan higher education system. On the other hand, the faculty and administrators charged with implementation have expressed concerns about government inspection and control, lack of resources to improvements, and worries that the policy is an impartation of Western countries. This study explored the gap between QAA policy reform efforts by the MoHE and implementing these efforts at Afghan universities. The findings highlight conflicting views of whether QAA policy was an authentically Afghan-led process, practical issues with Afghan universities' capacity to implement QAA policy, and whether the reality of the QAA policy met aspirations for improved educational quality. This study adds to the knowledge of quality assurance and accreditation by exploring the tensions and complexities in implementing a Western QAA model in developing countries like Afghanistan. We pay particular attention to the ethical dimensions of quality assurance implementation in post-conflict countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01