Republic  of  Iraq
Ministry of Higher Education  &  Scientific Research
Supervision and Scientific  Evaluation Directorate
Quality Assurance and Academic Accreditation
International  Accreditation Dept.

Academic Program Specification Form For The Academic Year  2020-2021

  

Universitiy:
College : 
Number Of Departments  In  The College :
Date Of Form  Completion :

 

            

Dean ’s  Name
Date :        /       /  2014

Signature

Dean ’s  Assistant  For Scientific  Affairs

Date :        /       /  2014
Signature

The  College  Quality Assurance And University Performance  Manager
Date :        /       /  2014  
Signature

Quality Assurance And University Performance Manager
Date :        /       /  2014
Signature

    TEMPLATE FOR PROGRAMME SPECIFICATION
HIGHER EDUCATION PERFORMANCE REVIEW: PROGRAMME REVIEW	

PROGRAMME SPECIFICATION
This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and  demonstrate if he/she takes full advantage of the learning opportunities that are provided. It is supported by a specification for each course that contributes to the programme.	

Al-Mansour University College	1. Teaching Institution	
Civil Engineering Department	2. University Department/Centre	
Computer programming - II	3. Programme Title	
Bachelor in Civil Engineering	4. Title of Final Award	
Class/Online	5. Modes of Attendance offered	
	6. Accreditation	
	7. Other external influences	
30-6-2021	8. Date of production/revision of this specification	
9. Aims of the Programme	
Gaining scientific knowledge in:	
The student learns how to use and draw using AutoCAD	
The student learns how to use STAAD.Pro in analyses and design of structural members

	
10•  Learning Outcomes, Teaching ,Learning and Assessment Methode	
A-Knowledge and understanding
A1- Learn the basics of AutoCAD
A2- Knowing and understanding how to draw using AutoCAD
A3- Learn the basics of STAAD.Pro
A4- Know and understand how to analyze and design the structural members using STAAD.Pro. 
	
B. Subject-specific skills
     B1 - Learn drawing skills using AutoCAD. Learn analyze and design the    structural members using STAAD.Pro. 
 
     B2 - Reports and drawings for daily homework
B3 - Linking graphics and information to engineering reality	
   Teaching and Learning Methods 	

1. Classroom education, which includes:
• Preparing integrated lectures based on specialized and modern sources, as well as real cases that have an impact in the field.
Explanation of the lectures in three stages: Explanation of the topic in a simplified manner, then explaining it in an extensive and detailed manner, and concluding by summarizing the topic. Various means are used to explain the subject, including the traditional blackboard, digital and smart displays, the use of miniature models, computerized simulation models, the use of classroom assets, as well as body language.
• Exercises and activities in the computers hall. .
• List a number of realistic examples and compare them with theoretical models and clarify the differences and clarify the strengths and weaknesses in them from the engineering, service and economic aspects.
• Conducting discussions with students on the topics raised, clarifying ambiguous points, emphasizing the clear points to deepen their understanding, as well as enriching topics outside the boundaries of the written lecture, comparing with reality, and clarifying areas worthy of scientific research.
• Opening the door for discussion between students and each other in the form of small or large groups to ensure the employment of the (peer learning) method.
•  Daily drawings tests
• Positive interaction with students during office hours and answering their inquiries.
Showing video recordings of experiments and tests in front of students.
2. Distance education (electronic), which includes:
• Preparing lectures for electronic presentation remotely.
• Explanation of electronic lectures in three stages: Explanation of the topic in a simplified manner, and then explain it in an extensive and detailed manner, and conclude by summarizing the topic.
• Explanation of a sufficient number of mathematical examples.
• List a number of realistic examples and compare them with theoretical models and clarify the differences and clarify the strengths and weaknesses in them from the engineering, service and economic aspects.
• View video recordings for further clarification.
• Conducting discussions with students on the topics raised, clarifying ambiguous points, emphasizing the clear points to deepen their understanding, as well as enriching topics outside the boundaries of the written lecture, comparing with reality, and clarifying areas worthy of scientific research.
• Giving examples and unsolved cases and leaving their solution to the students in the form of optional or mandatory assignments.
• Positive interaction with students outside the lecture time and answering their inquiries.
	
   Assessment methods	
1. Main exams: These include the semester and final exams.
2. Surprise tests: These include those tests that the teacher takes at any time during the academic year.
3. Homework.
4. Submitting scientific reports: This method includes asking students to submit specialized scientific reports with specific conditions on topics specified by the instructor or chosen by the student with the approval of the instructor. After submitting these reports, the instructor evaluates the quality of the content, and then the student discusses that content to assess the student's level of understanding of the content presented.
5. Participations and Discussions: This method involves the teacher fixing the activity, participations and discussions that students make during lectures and evaluating those participations.
6. Provide daily drawing using AutoCAD
7. Provide daily examples of STAAD.Pro
 8. Other activities: This method includes documenting the exceptional activities of the students and setting an appropriate assessment in regard to them.
	
 C. Thinking Skills
C1- To develop students' abilities in logical and creative thinking and analysis.

C2 - Teaching engineering drawing skills for the purpose of completing these projects at the lowest cost and in the least time, while observing the highest quality standards 
   C3 - Develop the ability to acquire communication skills and teamwork in multidisciplinary projects.
C4 - Develop the ability to continue learning and acquire skills to develop professional performance and work planning based on community values ​​and professional ethics.

C5- Developing the ability to keep abreast of the latest developments in Engineering Drawing

C 6- Stimulating creativity, finding exceptional solutions, and positively dealing with problems that arise during the implementation of projects.
	
      Teaching and Learning Methods
	
Presentation and discussion of real cases
Presentation and discussion of exceptional cases
Putting forward, discussing and solving mathematical problems and dilemmas in more than one way and comparing the different methods
Establish discussion groups
Asking students to submit scientific reports on topics of their choice
	
  Assessment methods	

Diagnosing distinguished and bold answers
Diagnostics of the speed of answers
Diagnosing exceptional solution methods
Diagnosis of distinguished reports and the depth of discussion in them

  D. General and Transferable Skills (other skills relevant to employability and  personal development)
D1- Develop the student's ability to use modern technology such as computers and modern means of communication
D2 - Develop the student's ability to perform more than one task in a short time
D 3- To develop the student’s ability to manage dialogue, use correct terminology in it, and work in a team
D4 - To develop the student's ability to do scientific research and keep pace with scientific progress.
D 5- Teaching the student how to build a distinguished CV
	
      Teaching and Learning Methods	

Establishing a friendly dialogue that includes the brotherly and fatherly spirit to demonstrate the importance of developing general skills
Guiding students to different learning outlets
Encouraging students to be positive, insist on success, and strive to seize opportunities
Providing students with some electronic and printed resources in the field of developing general skills
Assisting students in communicating with their alumni predecessors through attendance gatherings or on social networking sites

      Assessment Methods	
Note that students are interested in developing general skills
Follow-up of the results of meetings held by students and alumni

12. Awards and Credits 	11. Programme Structure  	
	Credit
rating	Course or Module Title	Course or
Module
Code	Level/Year	
Bachelor Degree
Requires ( ) credits	2	Computer application 	CE 308	4/4	

					

13. Personal Development Planning	

Keeping abreast of the latest scientific developments in the field of Engineering Drawing by reviewing books and research papers in this field. Reviewing and evaluating scientific research, as well as conducting research, provides a fertile medium for this.
	
14. Admission criteria .	

Central acceptance by the Ministry of Higher Education and Scientific Research

15. Key sources of information about the programme	
•	AutoCAD® 2007 and AutoCAD LT® 2007 Bible, by Ellen Finkelstein 
•	EXPLORING BENTLEY STAAD.PRO V8I, by Sham Tickoo 	

Curriculum Skills Map	
please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed	
Programme Learning Outcomes  		
General and  Transferable Skills (or) Other skills relevant to employability and personal development	
Thinking Skills
	Subject-specific skills
	Knowledge and
understanding
	Core (C)
Title or Option
(O)
	Course Title
	Course
Code
	Year / Level	
D4	D3	D2	D1	C4	C3	C2	C1	B4	B3	B2	B1	A4	A3	A2	A1					
•		•		•		•		•		•		•		•		•		•		•		•		•		•		•		•		C	Computer application 	CE308 	4/4	

																				

																				

																				

TEMPLATE FOR COURSE SPECIFICATION

HIGHER EDUCATION  PERFORMANCE REVIEW: PROGRAMME REVIEW

 COURSE SPECIFICATION
This Course Specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and   demonstrate if he/she takes full advantage of the learning opportunities that are provided. It should be cross-referenced with the programme specification. 	

Al-Mansour University College	1. Teaching Institution	
Civil Engineering Department	2. University Department/Centre	
Computer application 	3. Course title/code	
Bachelor in Civil Engineering	4. Programme(s) to which it contributes	
Annual	5. Modes of Attendance offered	
4/4	6. Semester/Year	
90	7. Number of hours tuition (total)	
30-6-2021	8. Date of production/revision  of  this specification   	
9. Aims of the Course	
Gaining scientific knowledge in:	
The student learns how to use and draw using AutoCAD	
The student learns how to use STAAD.Pro in analyses and design of structural members

10·  Learning Outcomes, Teaching ,Learning and Assessment Methode 	
A-Knowledge and understanding
A1- Learn the basics of AutoCAD
A2- Knowing and understanding how to draw using AutoCAD
A3- Learn the basics of STAAD.Pro
A4- Know and understand how to analyze and design the structural members using STAAD.Pro. 
	
B. Subject-specific skills
     B1 - Learn drawing skills using AutoCAD. Learn analyze and design the structural members using STAAD.Pro. 
 
     B2 - Reports and drawings for daily homework
B3 - Linking graphics and information to engineering reality	
   Teaching and Learning Methods 	

1. Classroom education, which includes:
• Preparing integrated lectures based on specialized and modern sources, as well as real cases that have an impact in the field.
Explanation of the lectures in three stages: Explanation of the topic in a simplified manner, then explaining it in an extensive and detailed manner, and concluding by summarizing the topic. Various means are used to explain the subject, including the traditional blackboard, digital and smart displays, the use of miniature models, computerized simulation models, the use of classroom assets, as well as body language.
• Explanation of a sufficient number of mathematical examples.
• Exercises and activities in the computers hall. .
• Conducting discussions with students on the topics raised, clarifying ambiguous points, emphasizing the clear points to deepen their understanding, as well as enriching topics outside the boundaries of the written lecture, comparing with reality, and clarifying areas worthy of scientific research.
• Opening the door for discussion between students and each other in the form of small or large groups to ensure the employment of the (peer learning) method.
• Giving examples and unsolved cases and leaving their solution to the students in the form of optional or mandatory assignments.
• Positive interaction with students during office hours and answering their inquiries.
2. Education in laboratories and in the field, including:
• Preparing training programs on how to examine tiling materials based on the bulletins issued by international centers in the field of materials testing.
• Preparing for tests and practical experiments with theoretical premises and a statement of the importance of those tests, their details and how to perform them.
Showing video recordings of experiments and tests in front of students.
• Conducting practical experiments and tests in the presence of students by specialists.
• Conducting experiments and tests by students directly under the supervision of specialists.
• Discussing experiments and tests and their results with students.
3. Distance education (electronic), which includes:
• Preparing lectures for electronic presentation remotely.
• Explanation of electronic lectures in three stages: Explanation of the topic in a simplified manner, and then explain it in an extensive and detailed manner, and conclude by summarizing the topic.
• Explanation of a sufficient number of mathematical examples.
• List a number of realistic examples and compare them with theoretical models and clarify the differences and clarify the strengths and weaknesses in them from the engineering, service and economic aspects.
• View video recordings for further clarification.
• Conducting discussions with students on the topics raised, clarifying ambiguous points, emphasizing the clear points to deepen their understanding, as well as enriching topics outside the boundaries of the written lecture, comparing with reality, and clarifying areas worthy of scientific research.
• Giving examples and unsolved cases and leaving their solution to the students in the form of optional or mandatory assignments.
• Positive interaction with students outside the lecture time and answering their inquiries.
4. Other means such as guiding students to specialized resources engineering drawing, as well as preparing projects.
	
   Assessment methods	
1. Main exams: These include the semester and final exams.
2. Surprise tests: These include those tests that the teacher takes at any time during the academic year.
3. Homework.
4.  Exams in the engineering drawing hall.
5. Participations and Discussions: This method involves the teacher fixing the activity, participations and discussions that students make during lectures and evaluating those participations.
6. Provide daily drawing using AutoCAD
7. Provide daily examples of STAAD.Pro
8. Other activities: This method includes documenting the exceptional activities of the students and setting an appropriate assessment in regard to them.
	
 C. Thinking Skills
C1- To develop students' abilities in logical and creative thinking and analysis.
C2 - Teaching the skills of engineering drawing.
C3 - Developing accuracy of observation, quickness of intuition, comparison, finding differences and classification.
   C4 - Develop the ability to acquire communication skills and teamwork.
C5 - Develop the ability to continue learning and acquire skills to develop performance.
C6 - Develop the ability to keep abreast of the latest developments in the field of engineering drawing.
C 7- Stimulating creativity, finding exceptional solutions, and positively dealing with problems.
C8- Stimulating the skill of invention, developing alternatives, and producing mathematical models that describe cases in the field of civil engineering.	
      Teaching and Learning Methods
	
Presentation and discussion of real cases
Presentation and discussion of exceptional cases
Putting forward, discussing and solving mathematical problems and dilemmas in more than one way and comparing the different methods
Establish discussion groups
Asking students to submit scientific reports on topics of their choice
	
  Assessment methods	

Diagnosing distinguished and bold answers
Diagnostics of the speed of answers
Diagnosing exceptional solution methods
Diagnosis of distinguished reports and the depth of discussion in them

D. General and Transferable Skills (other skills relevant to employability and  personal development)
D1- Develop the student's ability to use modern technology such as computers and modern means of communication
D2 - Develop the student's ability to perform more than one task in a short time
D 3- To develop the student’s ability to manage dialogue, use correct terminology in it, and work in a team
D4 - To develop the student's ability to do scientific research and keep pace with scientific progress.
D 5- Teaching the student how to build a distinguished CV

11. Course Structure	
Assessment Method	Teaching
Method	Unit/Module or Topic Title	ILOs	Hours	Week	
Several Ways (Exams  + Assignments)	practical	Introduction in AutoCAD	Introduction in AutoCAD	3	1.		
Several Ways (Exams  + Assignments)	practical	AutoCAD interface	AutoCAD interface	3	2.		
Several Ways (Exams  + Assignments)	practical	Application menu	Application menu	3	3.		
Several Ways (Exams  + Assignments)	practical	Toolbars	Toolbars	3	4.		
Several Ways (Exams  + Assignments)	practical	Ribbons	Ribbons	3	5.		
Several Ways (Exams  + Assignments)	practical	File tab	File tab	3	6.		
Several Ways (Exams  + Assignments)	practical	DRAWING LINES	DRAWING LINES	3	7.		
Several Ways (Exams  + Assignments)	practical	Object Snaps	Object Snaps	3	8.		
Several Ways (Exams  + Assignments)	practical	DRAWING circles and polygons	DRAWING circles and polygons	3	9.		
Several Ways (Exams  + Assignments)	practical	DRAWING arches and hatch	DRAWING arches and hatch	3	10.		
Several Ways (Exams  + Assignments)	practical	Modify panel	Modify panel	3	11.		
Several Ways (Exams  + Assignments)	practical	 Modify panel	 Modify panel	3	12.		
Several Ways (Exams  + Assignments)	practical	Application on  AutoCAD	Application on  AutoCAD	3	13.		
Several Ways (Exams  + Assignments)	practical	Application on  AutoCAD	Application on  AutoCAD	3	14.		
Several Ways (Exams  + Assignments)	practical	Application on  AutoCAD	Application on  AutoCAD	3	15.		
Several Ways (Exams  + Assignments)	practical	Introduction in STAAD.Pro	Introduction in STAAD.Pro	3	16.		
Several Ways (Exams  + Assignments)	practical	Create structures using the Structure Wizard	Create structures using the Structure Wizard	3	17.		
Several Ways (Exams  + Assignments)	practical	Create structures using STAAD Editor	Create structures using STAAD Editor	3	18.		
Several Ways (Exams  + Assignments)	practical	Create structures using STAAD GUI	Create structures using STAAD GUI	3	19.		
Several Ways (Exams  + Assignments)	practical	Toolbars	Toolbars	3	20.		
Several Ways (Exams  + Assignments)	practical	Select Menu	Select Menu	3	21.		
Several Ways (Exams  + Assignments)	practical	Geometry Menu	Geometry Menu	3	22.		
Several Ways (Exams  + Assignments)	practical	Commands Menu	Commands Menu	3	23.		
Several Ways (Exams  + Assignments)	practical	Commands Menu	Commands Menu	3	24.		
Several Ways (Exams  + Assignments)	practical	Mode Menu	Mode Menu	3	25.		
Several Ways (Exams  + Assignments)	practical	Application in one dimension beams 	Application in one dimension beams 	3	26.		
Several Ways (Exams  + Assignments)	practical	Application in 2 dimension frames 	Application in 2 dimension frames 	3	27.		
Several Ways (Exams  + Assignments)	practical	Application in 3 dimension frames 	Application in 3 dimension frames 	3	28.		
Several Ways (Exams  + Assignments)	practical	Application in Concrete design	Application in Concrete design	3	29.		
Several Ways (Exams  + Assignments)	practical	Reading results and reports	Reading results and reports	3	30.		
12. Infrastructure	
AutoCAD® 2007 and AutoCAD LT® 2007 Bible, by Ellen Finkelstein. 
EXPLORING BENTLEY STAAD.PRO V8I, by Sham Tickoo 	Required reading:
·  CORE TEXTS
·  COURSE MATERIALS
·  OTHER	
	Special requirements (include for example workshops, periodicals, IT software, websites)	
	Community-based facilities
(include for example, guest
Lectures , internship , field  studies)	

13. Admissions	
According to the regulations of the Ministry of Higher Education and Scientific Research	Pre-requisites	
7	Minimum number of students	
125	Maximum number of students	
TEMPLATE FOR TYPICAL SITE VISIT CHEDULE

1. The typical site visit schedule is designed for two or three days. It includes pre-arranged meetings. The responsibility for arranging these meetings and fitting the template to the circumstances rests with the Universities Quality Assurance and University Performance departments  
2. Site visits will normally commence at 09:00 on day 1. Start times of pre-arranged meetings are indicated. Pre-arranged meetings should not normally last more than one hour. The schedule should not completely fill all times with meetings, but leave space for additional activities by peer reviewers including preparing for meetings, updating notes and records and drafting paragraphs for the draft Programme Review report

Table (1)

Activity	Time	Session	
	Day 1 	
Welcome and introductions; brief introduction to the review (purposes, intended outcomes, use of evidence and self-evaluation report) – Programme Team	09:00	1	
Curriculum; discussion with faculty members 	09:30	2	
Meeting with a group of students	11:00	3	
Efficiency: tour of resources	12:30	4	
Review panel meeting: scrutiny of additional documentation including sample of students’ assessed work	14:00	5	
Efficiency: meeting with faculty members	15:00	6	
Review panel meeting: review of the evidence and any gaps or matters to follow-up	16:00	7	
Meeting with external stakeholders (sample of graduates, employers, other partners)	17:00	8	
	Day 2	
Review meeting with review chairperson, review coordinator, programme leader: summary of day 1 findings, addressing any gaps, adjust the schedule for day 2 if required	08:45	9	
Academic standards: meeting with faculty members	09:00	10	
Effectiveness of quality management and assurance: meeting with faculty members	10:30	11	
Review panel meeting: review of evidence and any matters still to be addressed	12:00	12	
Flexible time to pursue any matters arising	14:00	13	
Review panel final meeting: decisions on outcomes and drafting oral feedback	14:30	14	
Oral feedback by review chairperson to review coordinator and faculty  members	16:30	15	
Close	17:00		
                                  TEMPLATE FOR THE FOLLOW-UP PROCESS
AND REPORT, AND OUTLINE OF TYPICAL SITE VISIT SCHED-
  ULE FOR FOLLOW-UP

    TEMPLATE FOR FOLLOW-UP REPORT

Quality Assurance and Academic Accreditation Directorate / International Accreditation  Department.

Institution:

Faculty:

Programme:

Follow-up Report

1. This report presents the findings of the follow-up visit, which took place on  /   /20__. This is part of the Universities Quality Assurance and University Performance departments  arrangements to provide continuing support for the development of internal quality assurance processes and continuing improvement 

2. The purposes of the follow-up review are to assess the progress made in the programme since the Programme Review report, and to provide further information and support for the continuing improvement of academic standards and quality of higher education in Iraq.

3. The evidence base used in this follow-up review and report includes:
a)	Self-Evaluation Report for the programme together with supporting information
b)	 Improvement plan prepared and implemented since the Programme Review report
c)	 Programme Review Report
d)	 Higher Education Quality Review Report and institutional strategic plan (if any)
e)	 Additional evidence presented during the follow-up visit.

4. The overall conclusions reached as the outcome of the follow-up review are as follows:
a)	The programme (give title) at (give name of institution) has/has not successfully
implemented an improvement plan.
b)	Good practice in the indicators demonstrated since the Programme Review site visit includes: (insert)
c)	 Matters of particular importance that should be addressed by the institution in its
continuing improvement of the programme are: (insert and indicate if they are, or as yet are not, addressed by the improvement plan).	

   5. The detailed report is provided in Annexure A below.
   Annexure A

Name of Institution___________________________________________________

Date of initial Programme Review site visit________________

Date visited in follow-up      ________________

Date of follow-up report       ________________

Names of follow-up reviewers                                Position/title                             Signed

Part 1: The Internal Quality Assurance System in operation	
Further action  required?	Comment	Yes?
(√)	Questions		
			Is the programme Self- Evaluation
Report complete?	1	
			Do the most recent self-evaluation
reports indicate the extent to which the criteria in the Framework for Evaluation are met and/or are being addressed?	2	
			 Is there an improvement plan in place, informed by external and internal review?	3	
			 Are there any major gaps that appear  not to be addressed?	4	
			 Is progress with the improvement plan monitored?	5	
			 Are there any major obstacles to the expected achievementof the improvement plan?	6	
			What is the institution’s estimate of the time needed to complete improvements to the programme?	7	
			 What is the reviewers’ assessment of the time needed to complete improvements to the programme that would demonstrate the indicators?	8	

Part 2: Progress demonstrated with the indicators	
Overall
conclusion	New information from
follow-up site visit	Improvement plan
points (comment
on match with
the Programme
Review report’s
recommendations)	Indicators (refer to
Framework of Evaluation)	
			Curriculum
Aims and ILOs
Syllabus (content)
Progression year on year
Teaching and Learning
Student assessment	
			Efficiency
Profile of admitted
students
Human resources
Physical resources
Uses made of available
resources
Student support
Ratios of graduation to
admitted students	
			Academic Standards
Clearly articulated
standards
Use of appropriate
benchmarks
Achievement of graduates
Standards of students’
assessed work	
			Programme management
and Assurance
Arrangements for
programme management
Policies and procedures
applied
Structured comments
collected and used
Staff development needs
identified and addressed
Improvement planning
processes working
	
CRITERIA FOR A SUCCESSFUL REVIEW AND EVALUATION OF THE PROCESS

 CRITERIA FOR A SUCCESSFUL REVIEW
1. The criteria for a successful review that informs the arrangements for Programme Review and  its evaluation are as follows:
i.	The programme being reviewed is supported by existing or developing internal systems including specifications and review with a culture of self-evaluation and continuing improvement. These features of internal review provide a sound basis for the external review.
ii.	 The timing of the external review is appropriate.
iii.	 The profile of the visiting peer review panel matches in broad terms the profile of the academic activities in the institution.
iv.	 There is due attention to detail in planning and preparation, by -
a.	The Quality Assurance and Academic Accreditation Directorate applies consistently its procedures for working with the institution and the reviewers and provides appropriate support for the external review as required
b.	The review coordinator: ensures that the evidence base generated by internal review and reporting systems is available on time to the visiting peer reviewers, and any requirements for clarification and supplementary information are satisfied
c.	The institution: provides a self-evaluation report for the programme to be externally  reviewed
d.	The peer reviewers: undertake their preparation for the visit including reading the advance documentation and preparing initial commentaries that inform the conduct of the visit
v.	 There is consistency in the application of the published review method and the protocols by all participants in a way that respects and supports the mission and philosophy of the overall process for continuing review and continuing  improvement.
vi.	Reviewers and representatives of the institution conduct an open dialogue throughout the review that shows mutual respect.
vii.	The judgements reached by the reviewers are clear, based on the evidence available and systematically recorded.
viii.	 The review report is produced on time in line with the standard report structure and is confirmed by the institution to be factually accurate.
ix.	 The set of conclusions arising from the review are constructive, offering a fair and balanced view of the programme.
x.	 The institution is able to benefit from the external review by giving due reflection and consideration to the findings and preparing where appropriate a realistic improvement plan
EVALUATION
2. The Quality Assurance and Academic Accreditation Directorate  wishes to establish and implement procedures for the systematic evaluation of all external Programme Reviews arranged by it. The institution, the review chairperson and the peer reviewers will all routinely be asked to evaluate each external review by completing a short questionnaire. The structured comments will be analysed by the Quality Assurance and Academic Accreditation Directorate  and where necessary the Quality Assurance and Academic Accreditation Directorate  will take action to follow-up any difficulties highlighted. In addition, the Quality Assurance and Academic Accreditation Directorate  will collate the structured comments to compile regular summary reports indicating the main features of the review process in practice, including the overall levels of satisfaction expressed by the participants, together with examples of good practice and opportunities for continuing improvement.                  

                                GLOSSARY OF TERMS IN PROGRAMME RE-
VIEW

DEFINITIONS OF TERMS USED IN THE PROGRAMME REVIEW HANDBOOK
Some of the terms used in the Handbook and/or used in internal and external review and reporting may have different meanings according to the context in which they are used. To remove possible ambiguities, the following working definitions of the terms are offered.

ADEMIC FIELDS/SUBJECT AREAS/DISCIPLINES
Academic fields categorise recognisable and coherent domains or the scope of study such as Mathematics, Medicine, Engineering and Philosophy. Fields that have a wide scope are often subdivided; for example, Humanities include subjects like History and Literature and Arts may include separate disciplines of Fine Arts and Photography. The curriculum of some programmes may combine academic fields, or may include different subjects and disciplines such as Mathematics in Engineering or Accountancy in Business Administration.

ACADEMIC STANDARDS
Specific standards decided by the institution, and informed by external reference points. They include the minimum or threshold level of knowledge and skills to be gained by the graduates from the programme, and can be used in evaluation and review.

ACCREDITATION
The recognition accorded by an agency or other organisation to either an education programme or to an institution to confirm that it can demonstrate that the programme(s) meet acceptable standards and that the institution has effective systems to ensure the quality and continuing improvement of its academic activities, according to published criteria.

ACTION OR IMPROVEMENT PLANS
Realistic plans for improvement derived from the consideration of available evidence and evaluations; they may be implemented for more than one year, but should be prepared and reviewed annually at each level of courses, programmes and the institution.

ADMITTED STUDENTS
Students registered on a programme, including those accepted holding prior credits for admission after year 1.

BENCHMARK/REFERENCE POINTS
Benchmark statements represent general expectations about the standards of achievement and general attributes to be expected of a graduate in a given academic field or subject. Reference standards may be external or internal. External reference points allow comparison of the academic standards and quality of a programme with equivalent programmes in Iraq and internationally. Internal reference points may be used to compare one academic field with another, or to identify trends over a given time period.

COMMUNITY
A defined segment of wider society served by the institution, as determined in its mission and bylaws. It may be defined geographically or in terms of the range of organizations, groups and individuals engaged in its activities.

COURSE AIMS
Overall course aims should be expressed as the outcomes to be achieved by students completing the course as significant and assessable qualities. They should contribute to the achievement of defined aims within one or more education programmes.

CURRICULUM OR (IN THE PLURAL) CURRICULA
The complete organised learning as designed and managed by an institution for an admitted student, determined by the intended learning outcomes (ILOs) and comprising the content, the arrangements for teaching and learning and assessments of students’ achievements together with the access to the range of facilities available within the University and, by arrangement, outside it, including libraries, computers studies, social, sports, internships and field studies.

DIRECTED SELF-LEARNING/INDEPENDENT LEARNING
The active promotion of personal skills included in the curriculum that support the student and graduate to seek, assimilate and learn from a range of structured and unstructured experiences. Methods of promotion include e-learning, personal and autonomous learning and fieldwork, assignments, internships, and reflexive learning. Devices commonly used that support directed self-learning beyond formal teaching lectures include logbooks, self-assessment reports, interactive learning tools or the equivalent.

E-LEARNING
Electronic-based learning using information technology may be the primary or secondary element in material associated with a programme or a course. It may be stand-alone or integrated with other teaching and learning approaches. It may include self-determination 
of aims, ILOs and materials using self-selection and will usually include self-assessment. It generally increases the levels of autonomy in, and responsibility for, learning. Converting existing texts or lecture notes to a website or pre-recorded media alone is generally not considered to be e-learning.

EXTERNAL EVALUATOR/EVALUATION
An appointment to a specific programme, part of a programme or course(s) by the institution to establish an independent and external professional opinion on the academic standards set and achieved in the examinations for the award of the degree.

FRAMEWORK FOR EVALUATION
The framework for evaluation provides a standard structure for evaluation of programmes. It will  form the basis for self-evaluation, the site visit by external peer reviewers and the Programme Review report. It is designed to operate in all academic fields and institutions, and to apply to internal and external reviews.

GENERAL PRECEPTS/BY-LAWS
Principles, by-laws and regulations, which the educational institution must have as part of the policies covering its operations.

HIGHER EDUCATION INSTITUTE (HEI)/INSTITUTION
A Faculty, College or University providing higher education programmes leading to a first university degree (B.Sc. or B.A.) or a higher degree.

INTENDED LEARNING OUTCOMES (ILOS)
The ILOs are the outcome-related definition of knowledge, understanding and skills which
the institution intends for its programmes. They should be mission-related, capable of measurement (assessable) and reflect the use of external reference standards at appropriate
level.

INTERNAL SYSTEM FOR QUALITY MANAGEMENT AND ASSURANCE
The system adopted by the institution to ensure that its education programmes and contributing elements meet specified needs and are continually reviewed and improved. An outcomes-related system of quality management involves precise specifications for quality from design to delivery; evaluation; the identification of good practice as well as of learning deficiencies and obstacles; performance follow-up; suggestions for development and enhancement; and the systematic review and development of processes for establishing effective policies, strategies and priorities to support continuing improvement.

JOB/LABOUR MARKET
The availability of professional, commercial, research-oriented or other fields of employment that a graduate is qualified to join upon graduation.

MISSION STATEMENT
A brief statement clearly identifying the educational institution’s duty and its role in the development of the community; a mission statement may also offer brief supporting statements on the vision, values and strategic objectives of the institution.

PEER REVIEWER
A person who is professionally equal in calibre and with management and/or subject expertise to those delivering the provision, but not from the same institution and without any conflict of interest, who can contribute to the review of an education programme for internal and external  quality assurance or for accreditation purposes.

PROGRAMME
For the purpose of Programme Review an education programme is defined as one which admits  students who, on successful completion, receive an academic award.

PROGRAMME AIMS
The broad purposes for providing the programme which in turn guide the development and
implementation of strategic objectives (to ensure that the aims are met) and ILOs (to ensure that the students work towards attaining the specified outcomes).

PROGRAMME REVIEW
Programme Review applies to all education programmes in all higher education institutions.
Where the programme is studied in more than one institution, the whole programme is included in Programme Review. Programme Review in Iraq  has three objectives:
1)	To provide decision-makers (in the higher education institutions, Quality Assurance and Academic Accreditation Directorate  , parents, students, and other stakeholders) with evidence-based judgements on the quality of learning programmes
2)	To support the development of internal quality assurance processes with information on emerging good practice and challenges, evaluative comment and continuing improvement
3)	To enhance the reputation of Iraq’s higher education internationally.

QUALITY ASSURANCE
The institution has the means of assuring that for each education programme, academic standards are defined and achieved in line with equivalent national and international standards, that the quality of the curriculum and related infrastructure are appropriate and fulfil the expectations of the range of stakeholders, that its graduates represent the range of attributes specified and that the organisation is capable of sustained, continuing improvement.

REVIEW COORDINATOR
The nominee of an institution to coordinate a Programme Review to assist in the gathering and interpretation of information and to support the application of published methods of review.

REPORT
The regular reports prepared on the basis of Programme Reviews and evaluations of its education programme.

SELF-EVALUATION
n institution’s process of evaluating a programme as part of Programme Review and within an internal system of quality management and assurance.

SITE VISIT
A scheduled visit by external peer reviewers as part of Programme Review. Normally the site visit will be for two or three days. A typical outline timetable is provided in Appendix(1).

SPECIFICATION
The detailed description of the aims, construction and intended outcomes of a programme, and any courses, specific facilities or resources that contribute to it. The specification provides information to design, manage, deliver and review the programme.

STAKEHOLDER
Those organisations, groups or individuals which have a legitimate interest in the educational activities of the institution both in respect of the quality and standards of the education and also in respect of the effectiveness of the systems and processes for assuring the quality. An effective strategic review process will include the key stakeholder groups. The precise range of stakeholder groups and their differentiated interests depend upon the mission of the institution, its range of educational activities and local circumstances. The range is usually defined by a scoping study. Examples of groups with a legitimate interest include current students, graduates, intending students and their parents or family, staff in the institution, the employing community, the relevant Government ministries, the sponsors and other funding organisations and, where appropriate, professional organisations or syndicates.

STRATEGIC OBJECTIVES/PLANS
A collection of institution-specific objectives that are derived from its mission and developed into a realistic plan based on evidence-based evaluations. Objectives concentrate on the means by which an institution seeks to deliver its mission. The plan sets out the matters to be addressed, timeframe, person responsible and estimate of costs, and is accompanied by an implementation plan with arrangements for monitoring the progress and evaluating impact.

STUDENTS’ASSESSMENT
A set of processes, including examinations and other activities conducted by the institution to measure the achievement of the intended learning outcomes of a programme and its courses. Assessments also provide the means by which students are ranked according to their achievement. Diagnostic assessment seeks to determine the existing range of knowledge and skills of a student with a view to constructing an appropriate curriculum. Formative assessment provides information on the student’s performance and progress to support further learning, without necessarily counting a grade towards graduation. Summative assessment determines the final level of attainment of the student on the programme or at the end of a course that contributes credits to the programme.

STUDENTS’ EVALUATIONS
The systematic gathering of students’opinions on the quality of their programme in a standardized structure together with the analysis and outcomes. Surveys using questionnaires are the most frequently used methods to collect opinions; other mechanisms include websites conferences, panels or focus groups, and representation on councils or other committees.

TEACHING AND LEARNING METHODS
The range of methods used by teachers to help students to achieve the ILOs for the course.
Examples include: lectures, small group teaching such as tutorials, seminars and syndicate groups; a case study to teach students how to analyse information and reach a decision; assignments such as writing a review paper for the students to gain the skills of self-learning and presentation; field trips; practical sessions for the students to gain practical skills; and carrying out experiments to train the students to analyse the results, reach specific conclusions and prepare a report, presentation or poster.