Center for Open Access in Science ▪ https://www.centerprode.com/ojss.html
Open Journal for Sociological Studies, 2020, 4(1), 13-20.
ISSN (Online) 2560-5283 ▪ https://doi.org/10.32591/coas.ojss.0401.02013a
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© Authors. Terms and conditions of Creative Commons Attribution 4.0 International (CC BY 4.0) apply.
Correspondence: Ahmed E. Atia, University of Tripoli, Faculty of Medical Technology, Department of
Anesthesia and Intensive Care, Tripoli, LIBYA. E-mail: ah.atia@uot.edu.ly.
Accreditation Process and Outcomes: Experience
of the University of Tripoli Alahlia, Libya
Ahmed E. Atia
University of Tripoli, Faculty of Medical Technology, Tripoli, LIBYA
Department of Anesthesia and Intensive Care
Salem A. Elfard
University of Zawiya, Faculty of Sciences, Zawiya, LIBYA
Department of Computer Sciences
National Center for Quality Assurance and Accreditation, Tripoli, LIBYA
Tarik F. Idbeaa
Gharyan University, Faculty of Sciences, LIBYA
Department of Computer Sciences
Sheren E. Enjim
University of Tripoli Alahlai, Janzur, LIBYA
Department of Administration Management
Received: 19 April 2020 ▪ Accepted: 31 May 2020 ▪ Published Online: 12 June 2020
Abstract
Background and objectives: Quality assurance and institutional accreditation in education
is becoming of paramount importance. This study aims to assess the impacts of the accreditation
process of the National Center for Quality Assurance and Accreditation (NCAAA) on the quality
of education in one of private university in Libya. Methods: The research adopts a descriptive
study design in University of Tripoli Alahlia (UTA) where an official accreditation process was
completed by the NCQAA during 2017-2019. Data were collected using the self-study report that
produced by the NCQAA accreditation committee during the accreditation process, and were
retrieved in specific data collection sheet by one of the authors. Results: The NCQAA
accreditation process that lasted about 4 years brought significant changes in the educational
progressions and made the staff members more aware of quality issues in education. Our findings
also reported significant improvements in the quality of education in the university.
Conclusions: The process of NCQAA accreditation conducted in UTA has been positively
improved the quality of education. Data from other institutions would also expressively increase
the relevance and rationality of the study.
Keywords: accreditation, educational institution, NCQAA, Libya.
A. E. Atia et al. – Accreditation Process and Outcomes: Experience of the University of Tripoli…
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1. Introduction
During the last two decades, a tremendous improvement in the field of higher
education has been observed, whereby higher education has been moved from an elite
organization to a mass contributing sector (Atia & Elfard, 2020). Progressively, many students are
seeking higher education which is often linked with better careers and sophisticated employment
chances. For various individuals, university education is the only means for socially and essentially
enhancement of their life standards (Ibrahim, 2004).
Educational institutions, mainly private colleges and universities, play a crucial part
in country developing by attaining universal competitive benefits. As such, they are likely to yield
graduates who hold the essential knowledge and skills required in the international industries and
markets (Kashisaz & Mobarak, 2018). The mission is too remarkable that educational institutions
have to frequently and repetitively audit themselves against international standards and stay
themselves up-to-date of innovative advances. Thus, there is an urgent necessity to further boost
the quality of education (UNESCO, 2007).
The private educational institute is considered as a key partner for the governmental
institute in driving the cycle of educational enhancement in most of the Arabic nations. Globally,
the private colleges and universities have elaborated in an extensive investment by the higher
education sector (Hiyam, 2016). The growth of the higher education in Libya was chiefly controlled
by the government, but there was an overt involvement of the private part which denoted in the
launching of universities and colleges that honor degrees of higher education in different
specialties (Tamtam, 2011). The quality of education offered by most of these private institutions
might have played a distinguish role in enhancing and improving the higher education output in
the manner of specialties and skills of the graduates (Atia & Elfard, 2020).
Not until 2006, the higher education institutes in Libya, including private colleges and
universities, required no national accreditation. However, due to the rapid progression of
education that demanded the construction of a governmental agency with the mission of auditing
the quality assurance of higher education. Consequently, the ministry of higher education
approved the establishment of National Center for Quality Assurance and Accreditation (NCQAA).
Thus, it is now obligatory for all higher education institutes to get accredited by the NCQAA
(NCQAA, 2020).
The NCQAA is a self-regulating center with concern under the law by the resolution
number 18, 2010 for quality accreditation and assurance in all field of education, at both
undergraduate and postgraduate levels. The NCQAA has adapted an inclusive quality assurance
and accreditation system issued in the year of 2016 that has derived from international experience
with the respect of local characteristics (NCQAA, 2020). Its mission includes implementing
standards, measures and procedures for accreditation, revising and assessing performance of
current and new institutions, accrediting educational institutions, and supporting quality
assurance.
Accreditation in Libyan education sector is the process of evaluating an educational
institution and officially recognizes it as having met, or failed the NCQAA criteria. There are two
basic types of educational institution accreditation; institutional (nine criteria) and academic
program (eight criteria). It involves a site visit for at least three days in each accreditation type by
the accreditation committee which apply a critical auditing, with the decision of awarding
accreditation to those institutions that meet their criteria.
The study, therefore, aimed to examine the impact of NCQAA accreditation on the
quality of education of the University of Tripoli Alahlia (UTA), a private university that has
awarded the national accreditation (institutional and academic) by NCQAA accreditation process
conducted during 2017-2019.
Open Journal for Sociological Studies, 2020, 4(1), 13-20.
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2. Methods
The study is a descriptive research design conducted in University of Tripoli Alahlia
(UTA) where an official accreditation process was completed by the NCQAA during 2017-2019.
Ethical approval was obtained from the UTA’s research ethics committee. All data obtained were
kept strictly confidential and hasn’t been exposed to anybody at any stage of the study.
A standardized instrument has been used based on data collected from the self-study
report that produced by the NCQAA accreditation committee during the accreditation process,
and were retrieved in specific data collection sheet by one of the authors. The collected data
involved; mission & vision, program specification, courses specification, course evaluation survey,
student experience survey, program evaluation by graduates, graduate evaluation by stakeholders,
course report, annual program report, program evaluation, student representation in committees,
academic supervision, declaration of office hours, introduction of learning resources center,
structured department development activities, independent evaluation, comparison of student’s
achievement in different courses, and follow up of student progression.
The collected information was entered into excel spreadsheets and analyzed using IBM
SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corp. Chi-square test was used to
compare the collected data. P-value less than 0.05 was considered statistically significant. A brief
summary of all the results was arranged and discussed with the quality control committee of the
studied university before drawing our discussion and conclusions for this study. Chi square will
be used for testing the significance of data.
3. Results and discussion
This study investigated the impact of NCQAA accreditation on the quality of education
of the University of Tripoli Alahlia. The obtained results clearly revealed improvement in the
quality of education throughout and after NCQAA accreditation compared to the situation before
accreditation process. It is obvious that these processes made the staff members more aware of
quality issues in education. Although it is hard to provide information on all aspect of the
implication of NCQAA accreditation, we have assessed some important points of the impacts
before, throughout and after the accreditation exercise in all accredited university departments.
To test the impact of the NCQAA accreditation process on the quality of education at
UTA, the following figure and table are used. During the accreditation, programs are assessed and
reported regularly with statistics providing the level to which learning outcomes were being
attained. Data presented in figure 1 shows improvement in quality of education through and after
NCQAA accreditation. Our study reported that the university became more receptive to the annual
program report and program evaluation by graduates to identify if any curriculum modifications
required to accommodate changes in national and international requirements in education.
Course specifications became mandatory before the start of all courses. Moreover, course
evaluation survey and course reports became essential parts for application of all basic and
specialized courses. Data also found that the university became more receptive to program
specification, graduate evaluation by stakeholders, independent evaluation, and academic
supervision. In line with our findings, previous study has also reported improvement in several
aspects after the accreditation process which could enhance the quality of education (Al
Mohaimeed et al., 2012). Similar findings were reported in a study done in Nigeria (Alani, 2008).
A. E. Atia et al. – Accreditation Process and Outcomes: Experience of the University of Tripoli…
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Figure 1. University programs outcomes before, throughout
and after NCQAA accreditation process.
It was believed that accreditation process had a major role in stimulating student
representation in committees. Moreover, the role of accreditation in improving the quality of
education at the university had a very positive impact in declaration of office hours that allow
students to find their instructors for consultation and advice, and consequently could positively
Open Journal for Sociological Studies, 2020, 4(1), 13-20.
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impact the learning process. Student experience survey has also been improved during and after
NCQAA accreditation process, representing their awareness and concerns with program
evaluation. Similarly, earlier study conducted in Australia and New Zealand reported major
changes to their courses in the last 10 years due to accreditation obligations. They concluded that
teaching and evaluation of communication skills, student-based learning, the application of
information technology in courses, and course evaluation was more consistent (Simpson, 2005).
On the contrary, our results revealed insufficiency in follow up of student progression,
introduction of learning resources center, and comparison of student’s achievement in different
courses.
Quality indicators are identified and used for all programs are presented in table 1.
Programs are regularly evaluated and reported with information providing the scope to which
learning results were being achieved. The records of programs evaluation show statistically
significant improvement in the quality of learning from 58.3% to 83.3% (P<0.05). Noticeably,
departments of pharmacy and medical laboratories shows the highest improvement from 38.9%
to 80.6 and 36.1 to 80.6 before and after the accreditation process, respectively (P<0.05).
Table1. Changes in the programs’ quality of education as
an impact of NCAAA accreditation process
Program
Before
NCQAA
accreditation
Throughout
and after
NCQAA
accreditation
P value
N (%)
N (%)
Management
58.33
83.33
0.008
Accounting
58.33
83.33
0.008
Law
58.33
83.33
0.008
English
58.33
83.33
0.008
Architecture
58.33
83.33
0.008
Pharm.
38.89
80.56
0.000
Med Lab.
36.11
80.56
0.000
Despite the applicability of the NCQAA criteria to educational institutions is
controversial, our study suggests that, the impact of the accreditation processes including
concentrated data collection, documentation, and analysis was clearly felt at all levels.
The role of accreditation in quality assurance and education enhancement is well
documented. However, there are variances in views regarding the mechanisms by which an
accreditation process impacts the quality assurance processes. Several scientists have stated that
accreditation is valuable not only to assess the educational excellence of new and established
institutions, but also to permit specific institutions to monitor and afford a resource that help in
constant improvement of the curriculum (Simpson, 2005; Azila, & Tan, 2005).
Owing that the accreditation and recognition is a variable procedure, the criteria and
procedures of this accreditation should be repeatedly revised. This review process can be revised
through feedback from observational studies, expert commentaries, institutions experiencing
accreditation or recognition. Governmental strategies related to education, stakeholder
consultation, and communication with other educational institutions may also be valuable.
Further, regular evaluation practice against national and international accreditation criteria is
worth (Bac, 2015).