Quality Control

First – Adoption of the institutional system. The establishment (school, vocational institution, academic institution) must have a clearly defined hierarchical institutional system governed by the principles and laws regulating its work. The head of the body and his deputies must be administratively qualified persons commensurate with their academic level, and work on a full-time basis; both the head and his deputy have the required administrative and executive authority.

Second – General frame of reference. The establishment (school, vocational institution, academic institution) must have a vision, mission, goals and ethical values ​​regulating its work that are officially adopted by its board of directors, and are published through a fixed electronic reference that indicates its name and work activity.

Third – Strategic plan. (School, vocational institution, academic institution) must adopt a declared strategic plan that outlines the plan and describes the development projects of the institution in relation to educational effectiveness, enhancing the quality of student achievements, and improving institutional practices.

Fourth – Financial stability and accountability. The facility (school, vocational institution, academic institution) has sufficient financial resources that are well documented in terms of available sources, revenues and expenses, and the institution is subject to a comprehensive financial audit by an external office with scientific, practical and professional experience.
Fifth – Nature of work. There must be constructive and fruitful interaction between those in charge of managing the facility and clients in accordance with the system of values ​​and ethics governing the community, and there must be active activities carried out by the employer and it must have a clear nature of work.
Sixth – Admission policies. The facility’s admission policies are clearly defined and consistent with its mission, goals, and values ​​and ethics governing institutional work based on transparency, clarity and integrity; these policies work to align the capabilities of students or clients with admission to programs.
Seventh – Employees of the institution. Appointed members have appropriate credentials and sufficient experience. The size of the institution’s staff is proportional to the number of activities and programs offered.
Eighth – Pre-university education. The secondary education component is an integral part of all programs offered. Courses that include secondary education are diverse in subject matter; They target a set of clearly defined competencies and skills (both material and moral); and they are consistent in accuracy and depth with the levels of education. This is what the evaluation institution aims for.
Ninth – Vocational and academic education programs. The programs offered must be consistent with the general reference framework of the institution that regulates its work and is compatible with its policies and strategy, and meet internationally agreed principles for admission, curricula, number of credits, duration and graduation requirements. The detailed curricula for each program offered are available in print and electronic form (vocational: training course certificates, and professional certificates of various degrees) to be closely linked to and compatible with all programs.
Tenth – Educational outcomes. The establishment has official documents that clearly align the results of students’ and researchers’ tendencies and competencies with the programs offered for the curricula. In addition, the establishment has official documents on the methods used systematically in evaluating the results of students’ and researchers’ work.
Eleventh – Human resources. The establishment (school, vocational institution, academic institution) has human resources with sufficient and appropriate qualifications to provide administrative and student services.

Twelve- Material Resources. The institution (school, vocational institution, academic institution) has sufficient material resources to support educational effectiveness.

Thirteen- Integrity. The institution (school, vocational institution, academic institution) provides its clients in printed, electronic and paper form, with accurate information about its official registration, the composition of its board of directors, the qualifications of administrators and faculty members, the curricula of the programs offered and their program accreditation status, its policies and regulations regarding students, researchers, faculty members, staff and financial resources, student tuition rates, mandatory fees and student refund policies, complaints and grievance procedures regarding all departments, its consideration of confidentiality, its commitment to the system of values ​​of neutrality, fairness, non-discrimination, respect for civil values ​​and protection of freedom of expression, and its mechanism for investigating any breach of the above-mentioned values ​​and ethical practices.