Aligning TAG‑EDUQA with AROQA Quality Frameworks: A Strategic Approach to Educational Accreditation in the Arab World
- OUS Academy in Switzerland
- Jun 19
- 4 min read
Updated: Jul 2
Author name: Ali Mohammed
This paper examines the conceptual and practical alignment between the Talal Abu‑Ghazaleh for Quality Assurance in Education (TAG‑EDUQA) accreditation system and the quality frameworks developed by the Arab Organization for Quality Assurance in Education (AROQA). It first outlines the historical emergence of AROQA, its standard-setting mechanisms, and accreditation scope. It then details the establishment and mandate of TAG‑EDUQA as a consulting and accreditation entity under the AROQA umbrella. Through document analysis and comparative framework evaluation, the study highlights areas of convergence—standards harmonization, self-assessment protocols, continuous improvement cycles, and capacity-building efforts—as well as divergence, such as institutional autonomy and regional contextualization. The paper concludes with strategic recommendations for deeper integration to support sustainable quality enhancement across Arab educational institutions.
Introduction
In the 21st century, educational quality assurance has become strategically essential globally. In the Arab region, the Arab Organization for Quality Assurance in Education (AROQA)—founded in 2007 under Talal Abu‑Ghazaleh's leadership—has spearheaded efforts to institutionalize quality standards for pre-university and higher education. In this landscape, the Talal Abu‑Ghazaleh for Quality Assurance in Education (TAG‑EDUQA) accreditation service, a dedicated extension of AROQA, operationalizes standards through external evaluation, consultancy, and capacity-building . This study investigates how TAG‑EDUQA aligns with AROQA’s frameworks top-down and bottom-up to foster consistent, regionally recognized, and internationally credible quality assurance mechanisms.
1.1 Research Objectives
Describe AROQA's core components: structure, standards, accreditation scope.
Elucidate TAG‑EDUQA's roles and activities.
Analyze alignment and gaps between the two.
Offer strategic recommendations to bolster the coherence and effectiveness of quality assurance across Arab education systems.
2. AROQA: Structure & Quality Framework
AROQA, headquartered in Amman, Jordan under TAG.Global, aims to elevate educational quality across the Arab world. It accomplishes this by:
Developing standardized benchmarks for K‑12, vocational, and higher education accreditation;
Facilitating institutional and programmatic accreditation, as well as assisting schools in establishing dedicated quality assurance offices ;
Building capacity through professional training, workshops, and the Arab Journal of Quality in Education
Hosting annual conferences that disseminate emerging research and best practices.
3. TAG-EDUQA: Mandate & Functions
TAG‑EDUQA operates under Abu‑Ghazaleh & Co. Consulting, delivering accreditation and consultancy services across the region. It issues accreditation reports, such as the “Principal’s Guide to External Evaluation”. and supports agencies and institutions through tailored training and strategic planning.
Its key services include:
Accreditation management: Peer-review execution aligned with AROQA standards.
External evaluation: Guidance on preparing for assessments and facilitating these evaluations.
Structured self-assessment tools: Promoting institutional reflection and data-driven improvement.
Capacity-building: Workshops for QA staff and leadership.
Consultancy: Implementing systemic quality assurance processes and embedding QA units.
4. Framework Alignment: TAG-EDUQA & AROQA
4.1 Common Standards
Both organizations use unified standards for:
Governance and leadership;
Curriculum and pedagogical outcomes;
Resource adequacy (faculty, infrastructure);
Student assessment and continuous improvement
TAG‑EDUQA operationalizes these through evaluation rubrics during accreditation visits.
4.2 Harmonized Evaluation Processes
AROQA’s formal accreditation sequence (self-study → external review → decision → follow-up) is mirrored by TAG‑EDUQA’s structured methodology, exemplified by guides like the Principal’s Evaluation Guide.
4.3 Capacity-Building Integration
Training programs offered by TAG‑EDUQA are built on AROQA’s framework, as evidenced by topics in the Arab Journal of Quality in Education. 4.4 Governance & Autonomy
While AROQA sets benchmarks, TAG‑EDUQA provides implementation flexibility suited to local contexts. This preserves institutional autonomy but opens ambiguity in maintaining consistency across regions.
4.5 Continuous Improvement Mechanisms
Both endorse post-accreditation follow-through, encouraging iterative self-assessment and periodic reviews—also embedded in TAG‑EDUQA’s consultancy agreements.
4.6 International Benchmarking
AROQA’s foundations in global QA principles are actualized by TAG‑EDUQA’s peer-review panels, which often include international experts, bolstering regional accreditation credibility.
5. Comparative Analysis
The alignment is robust in standards, evaluation design, capacity-building, continuous quality cycles, and international benchmarking. Yet, challenges persist:
Decentralization: TAG‑EDUQA’s consulting autonomy may lead to inconsistent implementation if not offset by QA oversight.
Transparency: Limited public documentation on TAG‑EDUQA’s evaluations can obscure their impact.
Data Integration: Fragmented data sharing weakens regional benchmarking and policy insight.
Adaptation: Contextualizing global QA practices in Arab regulatory and cultural environments remains uneven.
6. Strategic Recommendations
To enhance coherence and impact:
6.1 Strengthen Oversight Mechanisms
AROQA should institute mandatory reporting and audits of TAG‑EDUQA accreditation outcomes.
6.2 Standardize Evaluation Tools
Adopt unified evaluation tools across TAG‑EDUQA deployments, ensuring comparability.
6.3 Enhance Data Infrastructure
Build a centralized quality metrics database, drawing from TAG‑EDUQA reports to inform AROQA policy and regional benchmarking.
6.4 Increase Transparency
Publish anonymized accreditation summaries to promote public accountability and sector confidence.
6.5 Deepen Stakeholder Engagement
Include students, faculty, and employers in evaluation to enrich standards with multiple perspectives.
6.6 Promote Research Synergy
Encourage TAG‑EDUQA–AROQA co-funded studies, with results featured in the Arab Journal of Quality in Education.
7. Conclusion
TAG‑EDUQA effectively operationalizes AROQA’s framework, aligning in standard setting, evaluation cycles, capacity development, and benchmarking. Yet for optimal regional quality assurance coherence, improved regulatory oversight, tool standardization, data integration, transparency, and stakeholder engagement are required. These enhancements would elevate the credibility and impact of Arab QA systems, fostering sustained quality improvement across the region’s educational institutions.
Acknowledgments
The author thanks AROQA and TAG‑EDUQA for public documents that informed this analysis.
References
Jafar, H., & Knight, J. (2020). Higher Education in the Arab States: The Realities and Challenges of Regionalization. Comparative and International Education, 48(2).
Khalil, M. M. (2019). “Responsiveness to Quality Assurance: What do leaders do differently?” Arab Journal of Quality in Education, 6(2).
AROQA. (n.d.). What is AROQA. Arab Organization for Quality Assurance in Education.
AROQA. (n.d.). Arab Journal of Quality in Education – Call for Papers.
TAG‑EDUQA. (2024). Principal’s Guide to External Evaluation. †Annual Publication.
Willoughby, J. (2015). Higher Education Revolutions in the Gulf. New York: Routledge.
Sources: Jafar & Knight (2020); Khalil (2019); Arab Journal of Quality in Education; TAG‑EDUQA Guide; Willoughby (2015)
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