Accreditation and Certification for TET Institutions in the Islamic Republic of Iran

1. INTRODUCTION

The government of the Islamic Republic of Iran has highlighted promoting the level of education, increasing employability of Iranian citizens and shifting to a knowledge-based economy as some of its objectives in the fourth 5-year plan. With a view that its graduates and the young generation must be educated and well-trained to meet the needs of potentially high knowledge-intensive "new economy" sub sectors, the strategic plan envisages upgrading the quality of education and training at all levels and improving its effectiveness in terms of better alignment with the needs of the economy and labor market. To achieve these goals, the government sees its role and responsibility in providing policies regulations, financial and motivational incentives and infrastructure that both support and improve educational and labor market training environments.

Presently, in Iran, like many other countries, there is no generally accepted definition of an accreditation and certification system in Technical and Vocational Education, because of the variety of development and practice in its systems. Nevertheless, the role and importance of accreditation and certification has not been ignored in TEVT institutions.

Due to the fact that the advent of innovations in education and training such as e-learning, distance education, non-formal education, etc. is creating new challenges. There is a kind of urgency in devising some new policies for developing an accreditation and certification system in national, regional and international levels. In the Islamic Republic of Iran, accreditation and quality assurance have developed alongside each other, in spite of the lack of a centralized and recognized system that is normally undertaken by a nationally authorized governmental accreditation and certification departments which have legal control over institutions and also administrative process in the country. The accredited departments handle voluntary and mandatory accreditation and certification either in open loop and closed loop.

This report hopes to familiarize every delegate the efforts that Iran is currently undertaking as regards accreditation and certification system.


2. STATUS OF ACCREDITATION AND CERTIFICATION SYSTEM IN THE ISLAMIC REPUBLIC OF IRAN AND ITS DEVELOPMENTAL DIRECTIONS

At present, because of the variety of ministries, organizations and foundations involved in Technical and Vocational Education, we could not establish an integrated and recognized accreditation and certification system in Iran. The Supreme Council of technical and Vocational Education Coordination has no role and effect to enhance the level of policy making and decision making on vital issues of TVET in the country.

In spite of the fact that the establishment of a suitable system of accreditation and certification was not paid much attention, different offices, departments and organizations exhausted some helpful efforts in the following areas:

Curriculum
The Ministry of Science, Research and Technology and the Supreme Council of Education (MCE) are responsible to accredit curricular programs prepared by expertise commissions of curriculum development in concerned offices and bureaus.

Faculties and Educators

The Ministry of Science, Research and Technology, general Office of Higher TVET in MOE and Bureau of Scientific Promotion of Human resources accredit and certify the faculties and educators according to national standards.

Facilities

National Organization for Reconstruction, Development and Equipment of Schools in collaboration with concerned departments, Bureau of TVE and Bureau of Curriculum Development provide national standards related to educational equipment (hardware and software), classrooms, laboratories, workshops, etc.

Administration

Bureau of Budgeting and Organizations, General office of Administrative Affairs and other responsible departments provide administrative standards and the Supreme Council of Education approves and accredits the criteria and guidelines of administration in the country.

Graduates

General office of Educational Assessment and Evolution is responsible to accredit and certify graduates. In the Islamic republic of Iran, successful performance on examinations and tests is a major preoccupation of Iranian students, parents and educators. Assessment of student learning is for the most part, decentralized except for the third level of guidance and high schools including TVE institutions where some examinations are administered at the national level, tests are developed by teachers and instructors at the school level and sometimes at provincial or district levels. General guidelines are provided for teachers in this activity. With regards to national level examination, questions are selected from a bank of questions developed by teacher. Subject experts establish content validity of tests. Through the process of assessment and evaluation, the Ministry of Education will be able to outsource more from the private and NGO providers with a stronger guarantee of quality.

It is noteworthy mentioning that in Kardanesh Branch (Vocational Education), the curricula have been planned in accordance with educational standards accredited by International Labor Organization (ILO). Meanwhile, in some special study courses in technical and Vocational Branch such as Marine Industry, we have achieved international accreditation and certificates.

After the conduct of the Regional Program on "Accreditation and Certification Systems of TVET Institutions" in Iran in May, 2004, experts group began to plan a comprehensive program for developing accreditation and certification in the Bureau of TVE, Ministry of Education. The group has provided and developed some helpful accreditation research programs and also compiled an accreditation manual. The Deputy Minister for Academic and Vocational Education has also submitted a proposal to the national Management and Planning Organization for establishing and developing an accreditation system in the country.


3. PRESSING PROBLEMS IN ACQUIRING INTERNATIONAL/REGIONAL ACCREDITATION AND CERTIFICATION

Based on recent studies, the crucial challenges and problems in the educational system can be outlines as follows:

		Providing facilities, equipment, educational spaces, etc. in accordance with national and international standards;
		Low motivation of teachers and instructors
		Rapid universal change in educational policies and methodologies and scientific development creating a gap in quality of education
		Inadequate financial resources for education
		Immigration of students to large cities, which makes the estimation of manpower distribution difficult
		Others

The above-mentioned challenges and problems will affect the process of acquiring international/regional certification. At present, a large number of TVET institution causes some problems to standardize and harmonize education and training system in Iran.

On the other hand, there is not yet any recognized and authorized organization for accrediting and certifying TVET systems in accordance with regional and international standards. Meanwhile, standardization of TVET institution needs too much money. Because of the shortage of financial resources, it will be very difficult to allocate such a budget for this purpose.


4. RECOMMENDAITONS IN RELATION TO THE ESTABLISHMENT OF AN ACCREDITATION AND CERTIFICATION BODY FOR ASIA AND THE PACIFIC

As CPSC aims to accredit and certify the TVET institutions for human resources development through standardization and harmonization of education and training systems, we recommend all member countries to assist CPSC to achieve the inscribed goals of APACC. In this connection, a regional center is necessary to be established in one of CPSC member countries. Alongside with this program, member governments shall establish a national accreditation and certification system so that both regional and national offices can have a good interchange of information. In this way, issues will be threshed out and joint programs will be implemented to promote the level of quality thus achieving the goal of accreditation and certification.