The accreditation of academic quality refers to results associated with teaching, learning, and service. The applicant higher education institution must explain the means and procedures that advance academic quality. It must demonstrate how those procedures emphasize student achievement and high expectations of teaching and learning, research, and service; and that those procedures are developed within the framework of institutional mission.

The following set of standards will guide the institution to achieve the desired academic quality results.

C1. Courses / Programs description.  

Total number and description of all courses / programs offered.

C2. Hours of study.

 How many hours of study on completion of each course and how they are earned (class attendance, homework, independent study, project, challenge exam, transfer, tutorial, on-line, credit for prior knowledge, or any other means).

 C3. Course objectives or expected learning outcomes.  

A brief and clear statement of what the student can expect to achieve on successful completion of each course.

The Confederation of International Accreditation Commission- CIAC suggests that despite course objectives may vary from learner to learner, they should be, in all cases, made clear to potential students prior to enrollment. Explaining course objectives may be specified in terms of the development of specific skills, vocational or professional competence, the preparation for internally- or externally-assessed qualifications, the provision of job-related training, the imparting of information, or personal growth. In any case, the majority of the programs offered should lead to grant higher education degrees, assuring academic quality, achievement and student success.

The Confederation of International Accreditation Commission- CIAC requires a list of all the courses or programs offered that must include the course name, description, total hours of study per course, any equivalent credits or academic units (if applicable), and any degree or qualification earned upon completion. A sample of the course objectives or expected learning outcomes for one course should also be attached to the self-study report of the educational institution applying for accreditation.

C4. Course contents & materials.

 Course contents and material are sufficient to achieve the course’s stated objectives in whatever media and by whatever method provided. The reading, listening or viewing level of course materials is appropriate to its intended students. The course contents and material are structured to facilitate effective learning and real acquisition of skills.

The Confederation of International Accreditation Commission- CIAC suggests that good quality study material should include: an appropriate and well-managed presentation; subdivision into appropriate units, lessons or modules; a sequential exposition, with new material building on previous material; the use of a variety of approaches, including summaries, visual material, and illustrative examples as appropriate, to illuminate particular concepts and the inclusion of clear instructions to guide the learner through the material.

The Confederation of International Accreditation Commission- CIAC requires a minimum of one full and detailed sample of course contents, organization and study material attached to the self-study report of any educational institution applying for accreditation.

C5. Course delivery & availability.

 The provision of study materials to learners is prompt and timely and guidance on study skills is also provided. If a significant element of the provision is technology-based, the educational institution ensures that the learner understands the system requirements. If materials other than those supplied by the educational institution are required, clear information as to where to obtain those materials is given, and their probable cost.

C6. Course update. 

Course contents and materials are reviewed within specified time periods to ensure they remain available, effective and up-to-date.

C7. Teaching methodology.

The higher learning institution must provide a through description of the methodology or teaching style, such as class attendance, distance learning, part-time seminars, TV/Broadcasting, etc… Applicant institutions are encouraged to describe other pedagogical initiatives and activities that advance academic quality.

C8. Tutorial or guidance.

 Teachers or tutorial support of sufficient quality is available to all students. Where this is not the case, the course material is capable of achieving its stated objectives without such support.

C9. Teachers proficiency.

 Teachers are qualified in their areas of expertise. They have a sound understanding and up-to-date knowledge of their subject; they know how learners learn; they help and motivate their students and communicate enthusiasm for the subject. They also make effective use of feedback from students to enhance their own performance as teachers.

C10. Assessment & Evaluation.

 Student progress is assessed on a regular, ongoing basis, and learners are provided with prompt and helpful comments on their progress in relation to learning expectations and goals. Appropriate schedules for the submission and return of assignments and examinations are adopted. Care is taken to support and encourage learners who submit unsatisfactory work or examinations; learning support is only withdrawn after all reasonable efforts have been made to overcome their problems.

The Confederation of International Accreditation Commission- CIAC requires a description of the evaluation methodology and a list of teachers displaying the names, area of expertise, courses, major or department they are responsible for and their level of involvement (part-time or full time). Copies of the Curriculum Vitae or Resume of all teachers or tutors directly involved in the learning process must also be enclosed. Curriculum Vitae should show personal bio data, education and professional experience.

C11. Certificate or diploma.

Any certificate or diploma offered by the higher education institution on completion of a course clearly indicates:

* name of the awarding body,

* nature of the achievement recognized (degree, professional recognition…),

* name of the student,

* date of completion of the course,

* representative signature and/or seal of the awarding body.

C12. Transcript or equivalent.

 On completion of a course, the higher learning institution must also produce a transcript or document containing, at least, information about:

* total number of hours of study earned,

* grades or assessed qualification achieved,

* name of the awarding body,

* name and birth date of the student,

* name and date of completion of the course or subjects,

* representative signature and/or seal of the awarding body.

This information does not need to be on a separate document. It may also show on the certificate or diploma.

The Confederation of International Accreditation Commission- CIAC suggests that any transcript should be produced bearing in mind that it must be clearly understood by other educational institutions, companies and people. It should contain complete information about the grading system used by the higher learning institution; the hours of study/credits ratio (per example: 10 hours of study equal 1 credit, academic unit or point); full biodata about the student; detailed information about the course contents or subjects; and the higher learning institution’s contact address, phone or e-mail.

The Confederation of International Accreditation Commission- CIAC requires a minimum of one sample of the certificate or diploma, and the transcript attached to the self-study report of any educational institution applying for accreditation.