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National Accreditation Council for Technical Engineering Specialities

About the Council

The Council for Quality Improvement of Education in Engineering Technical Colleges and Institutes seeks to be a central accrediting body in the field of quality assurance procedures and technical academic accreditation for technical engineering education programmes in technical universities in Iraq.

Enabling Iraqi technical engineering colleges and institutes to implement plans to improve the quality of education in accordance with international standards in order to obtain academic accreditation.

Spreading the culture of quality assurance at the level of universities, colleges, engineering technical scientific departments and research centres, including all levels (administrative leaders, teachers, engineers, technicians, administrators and students).
Developing comprehensive and unified plans on different scales that help universities, colleges, institutes, engineering technical scientific and technical departments and research centres to achieve quality and then obtain academic accreditation for their educational programmes.
Activate coordination and cooperation among engineering technical education institutions in the field of quality assurance.
Propose mechanisms to develop administrative and academic systems and contexts within the framework of engineering technical education.
Develop mechanisms to follow up, audit and evaluate the implementation of the proposed plans.
Activating the axis of “Technical University in Community Service”, which is considered one of the most important requirements for academic accreditation according to international standards.

Developing and updating continuous quality improvement procedures and mechanisms and applying them in technical engineering institutes and colleges.
Measuring the level of outputs of the academic programmes of technical engineering institutes and colleges and developing the necessary tools for evaluation.
Cooperate with Iraqi engineering colleges in dealing with relevant regional and international institutions and openness to technical universities with engineering specialisation and internationally accredited for the purpose of twinning and benefiting from expertise and skills.
Activating competition between technical engineering institutes and colleges (in all their specialisations) according to the system of ranking them according to the quality of their education.
Encouraging technical engineering institutes and colleges to open up to the labour market and beneficiaries.

Organise conferences, seminars, workshops, seminars, developmental courses and publications aimed at spreading the culture of quality assurance and academic accreditation.
Activating the peer review programme between the corresponding technical engineering education programmes.
Contacting international organisations, associations and institutions in the field of quality assurance and academic accreditation to learn about the systems followed and benefit from their experience in this field.
Circulate the experiences of technical engineering institutes and colleges of quality assurance and academic accreditation programmes that have made good progress in this field to benefit the rest of the institutes and colleges after studying and evaluating them and transforming them into a roadmap.
Follow up, audit and evaluate the implementation of the roadmap.
Develop a project to establish an Iraqi body to grant academic accreditation for engineering technical education programmes in Iraq based on ABET standards, taking into account the specificity of the Iraqi experience.
Develop a roadmap to achieve quality improvement of technical engineering education in Iraq.

Educational Objectives of the Programme

Student Outcomes:
These describe what students are expected to know and be able to do after they complete their course requirements and graduate.

Assessment: One or more processes that identify, collect and prepare data to assess the achievement of student outcomes. Effective assessment uses direct or indirect measures as well as quantitative and psychological variables that are relevant to the outcome being measured, and may use a questionnaire method by taking appropriate random samples of graduates or an interview method as part of the assessment process.

Evaluation: Evaluation is one or more processes conducted to interpret data and evidence gathered through assessment processes. Evaluation determines the extent to which student outcomes are achieved, and evaluation results are used to adopt decisions and actions related to the improvement of applied educational programmes.

General Criteria for the Iraqi National Council

The first criterion: Students:

There should be a clear set of rules and regulations for students regarding their behaviour, activity and academic level.
Students are guided and guided by the educational institution with regard to curricula, training programmes and career issues.
Evaluating students’ performance and monitoring their scientific and skills progress to promote success and thus enable the graduate to achieve the objectives of the designed educational and training programmes.

Second criterion: Objectives of the educational programme:

Each educational programme must have a clear and published vision, mission and educational objectives that are consistent with the mission of the educational institution.
There should be a continuous documentation process for all stages of implementing the programme’s vocabulary
Conduct an evaluation of the data collection and analysis to be used as feedback on the educational programme.
Conduct an evaluation and improvement process in light of the results obtained from the evaluation process.

Third criterion: Educational Programme Outcomes:

The outputs of the educational programme must achieve the objectives of the programme through continuous evaluation and assessment, and the programme outputs are divided into two sections:
Technical Associate Degree Programme
(Technical Associate Degree Programme (TADP)
Technical Baccalaureate Programme (Technological Engineering):
{(TBDP) Technical Baccalaureate Degree Programme

Fourth criterion: Continuous improvement:

Appropriate and documented processes should be used to assess and evaluate the extent to which student outcomes are achieved in line with the objectives of the educational programme, through clear procedures for the data collected from the periodic evaluation process, which draws on the information available from the second and third criteria to assist in the continuous improvement of the programme.

Fifth criterion : Curriculum:

Curricula must be developed to keep pace with the rapid progress in the field of work in the following subject areas effectively to support student outcomes and achieve the educational objectives of the programme:

Mathematics – Physical and natural sciences – Specialised subjects

Sixth criterion: Educational institution:

The institution must have sufficient responsibility and authority to improve the programme by defining and periodically reviewing the programme’s learning objectives and student outcomes.
The institution must have the breadth and depth of horizon to cover all programme curricula.
There must be a sufficient number of faculty members in the programme to maintain continuity, stability, oversight, and interaction with students through their ongoing care and counselling.
Faculty members who will contribute to the achievement of the programme’s objectives are selected with experience and educational background compatible with the programme.

Seventh criterion: Infrastructure-related facilities:

Classrooms, offices, science laboratories, training workshops and associated equipment should be sufficient to support the achievement of student outcomes and provide an integrated learning environment.
Appropriate guidance should be provided to students regarding the use of tools, equipment, computing resources, scientific laboratories and training workshops available for the programme.

The eighth criterion: Institutional support:

Institutional support in terms of financial resources and constructive leadership must be in place to ensure the longevity and value of the programme.
The available resources (financial and human), institutional services, financial support and personnel (both administrative and technical) supporting the programme must be in place to ensure the continued implementation and operation of all facilities and laboratory equipment related to the programme.
Adequate resources are available to attract, provide continuing professional development and retain qualified faculty.

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