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Publication of SDG4 report – 2024

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King Salman International University (KSIU) is committed to providing high-quality education by continuously updating its curriculum to include the latest advancements in various fields. The university also offers professional development programs for educators to enhance their teaching skills. KSIU publishes yearly reports about SDG 4; the current report is given here.

King Salman International University (KSIU) believes that quality and inclusive education is the cornerstone for achieving sustainable development. Education serves as a key driver of innovation, poverty reduction, social equity, and youth empowerment to face future challenges. Accordingly, the University strives to promote lifelong learning opportunities for all students while maintaining global quality and academic excellence standards. 

International Context: 
Global studies indicate that quality and inclusive education enhances productivity, empowers individuals to participate effectively in society, strengthens environmental awareness, and improves adaptation to climate change. However, the world continues to face challenges related to disparities in education quality, inequality of opportunities, and shortages in essential skills required by the labor market. 

The Sustainable Development Goals aim to: 
• Ensure free, equitable, and quality primary and secondary education for all. 
• Promote high-quality technical, vocational, and higher education. 
• Develop teachers’ capacities and improve educational curricula. 
• Strengthen lifelong learning opportunities for all age groups. 

Education for Sustainable Development: 
King Salman International University recognizes education as a fundamental tool for sustainable development. Graduates who receive high-quality education are more environmentally conscious, better equipped to adapt to climate change, more productive and income-generating, healthier, and more active in civic life. They also possess greater control over their personal and professional futures. 

Therefore, the University is committed to delivering distinctive, world-class education characterized by the following key features: 

Promoting Quality Education at King Salman International University 

Scientific research serves as a key tool for achieving sustainable education, reflecting King Salman International University’s commitment to knowledge development and high-quality learning. According to Scival data for the period 2021–2024: 

  • Number of research papers: 5 

  • Research impact: 0.78 

  • Number of citations: 22 

The university actively encourages its researchers to publish internationally in fields related to sustainable education and to develop practical solutions that enhance quality and inclusivity in learning. Ensuring inclusive and equitable quality education for all, as well as promoting lifelong learning opportunities, is central to the university’s mission. Education, as a driver of development, significantly contributes to reducing inequality and poverty, and full access to quality education at all levels is a fundamental prerequisite for accelerating progress toward other Sustainable Development Goals. In other words, sustainable development begins with education. King Salman International University is dedicated to providing inclusive, high-quality education and recognizes it as one of the most powerful and enduring means of achieving sustainable development. 

University Programs to Achieve Quality and Inclusive Education 

Curriculum Development and Academic Programs: 

  • Updating curricula to align with scientific and technological advances. 

  • Offering English-language programs across all faculties to enhance global competitiveness. 

  • Implementing student-centered learning strategies and promoting lifelong self-directed learning. 

Academic Partnerships and Exchanges: 

  • Signing cooperation agreements with international universities, including Tabuk University, American universities, and the Egyptian Space Agency, to strengthen scientific research and applied education. 

  • Implementing student and academic exchange programs, including Erasmus and Fulbright scholarships, to enhance international experience. 

 

 

Practical Education and Experiential Learning: 

  • Providing state-of-the-art laboratories, workshops, and lecture halls for hands-on learning. 

  • Integrating multidisciplinary learning and extracurricular activities that focus on sustainability and real-world challenges. 

  • Offering professional internships and clinical training for students in local and international institutions, such as Cleopatra Hospitals Group and Steigenberger Hotels. 

Academic and Comprehensive Support: 

The center organized 110 workshops during the 2024/2025 academic year, benefiting 2,355 final-year students. These activities aimed to enhance personal and professional skills through sessions on CV writing, interviews, marketing, and entrepreneurship. 

Career Guidance and Counseling 

Around 80 individual sessions were held to support students in career planning, identifying interests, and improving their CVs for future employment opportunities. 

Labor Market Linkage 

The center coordinated with companies and organized a university career fair to connect students with employers. Training opportunities were also provided for Technological Industries students through an EU-funded program. 

Entrepreneurship and Freelance Support 

A seminar was held at Ras Sudr branch promoting innovation and AI applications. The center also offered workshops on entrepreneurship, startup creation, and freelance skills, supporting initiatives such as “Be Ready” and “One Million Qualified Innovators.” 

Graduate Student Empowerment 

Certified graduate students delivered workshops in collaboration with student societies (KMSA – KART – SSC) under the supervision of professional trainers to develop confidence and teaching abilities. 

Quality Assurance and Evaluation 
• Adoption of national and international standards to ensure the quality of education. 
• Development of advanced assessment tools to measure academic performance and practical skills. 
• Most of the University’s faculties are currently seeking accreditation from the National Authority for Quality Assurance and Accreditation of Education (NAQAAE) through the implementation of comprehensive quality standards and continuous improvement practices. 
Below is a summary of the activities conducted by the Quality Assurance Center of the university 

  •  

Capacity building of teaching faculty in the domains of education and quality assurance

The training courses, webinars and workshops that were delivered by the center

Activity

Number of attendees

Documentation

Item writing in theoretical examinations for health professions faculties

81

Item writing in theoretical examinations for Engineering Sector faculties and faculties of humanities

50

Objective structured clinical examinations (OSCE) and Objective Structured Practical Examinations (OSPE) for health sector faculties

47

Program Specifications and Curriculum Matrices

95

Course specifications, writing intended learning outcomes and teaching, learning and assessment strategy

77

Course report preparation

45

Test specifications and blueprint

35

Preparation of item banks in all faculties

116

Creation of item banks on Qorrect software

99

Statistical analysis of the results of the electronic examinations

29

Preparation of annual report of the institution

67

Program and course specifications in higher education institutions

30

Self-study of programs according to the modified standards of 2022 in Egypt

30

 

 

 

 

 

 

Authoring guides to enhance the knowledge and skills of staff and assessment staff

  • Guides for item writing in the theoretical examinations 
  • Guides for preparing teaching, learning and assessment strategy and writing learning objectives: Recording learning videos to develop the knowledge and skills of teaching faculty in the educational domain 

Induction of external examiners in every semester, following up the process of exam boards and concluding the corrective actions from the external examiners’ reports.

Recruiting external reviewers for the program and courses in different faculties for the process of external revision and following the process of revision till implementation of the suggestions of the external reviewers.

Building a system for internal quality assurance.

  1. Preparation of the Quality Assurance and Accreditation Center bylaws.
  2. Preparation of polices and mechanisms of all practices in the university according to a unified template prepared by the QAAC 

  3. Authoring guides, templates and checklists to develop the educational processes in the university with ensuring its sustainability: 

    1. Guide of assessment and examinations in King Salman International University 
    2. Guide of risk management in the university 
    3. Templates of preparing the item pools, template of revision of item pools and template of report of item analysis with following up the implementation in all faculties 
    4. Template of revision of exams by measurement and assessment committees in different faculties with following up the implementation in all faculties 
    5. Templates of program specifications, course specifications, program reports, course reports, blueprint of theoretical exams & practical exams with following up the implementation in all faculties 
    6. Preparing the templates of the matrices of the programs and faculties and following up preparation 
  4. Preparing questionnaires for measuring satisfaction and for evaluation of the different domains of the educational process with following up the implementation in all faculties
    1.  Questionnaire of measuring the student satisfaction.
    2. Questionnaire of measuring teaching faculty satisfaction.
    3. Questionnaire of measuring the assistant teaching staff satisfaction. 
    4. Questionnaire of measuring the administrative system satisfaction. 
    5. Questionnaire of evaluation of graduate performance by community parties 
    6.  Questionnaire of evaluation of faculty performance by community parties 
    7.  Questionnaire of evaluation of faculty performance by students’ parents 
    8.  Questionnaire of evaluation of faculty performance by the graduates 
    9.  Questionnaire of evaluation of the university and faculty higher management by the teaching staff
    10. Questionnaire of evaluation of the performance of teaching staff by the university  
    11. Questionnaire of evaluation of the performance of assistant teaching staff by the university 
    12. Questionnaire of evaluation of the quality of a training course or webinar or workshop by the trainees or participants
  5. Preparation of templates for the qualitative evaluation of the outcomes of the educational process and following up the process:
    1.  Template of revision of an educational program 
    2. Template of revision of an educational course 
    3. Template of revision of the activities of the control units 
  6. Preparation of template of quantitative evaluation of physical facilities and following up the implementation of the evaluation process 

    Template of evaluation of the lecture halls and classrooms 

    – Template of evaluation of the laboratories 

    – Template of evaluation of the library  

    – Template of evaluation of the restrooms 

    – Template of evaluation of the clinic 

First: Technical Support for All University Faculties in Conducting Institutional Self-Evaluation 

  1. Conducting meetings with quality assurance teams in all faculties to deliver the support required in performing the self-evaluation. 
  1. Compilation of all documents required for the self-evaluation process from relevant administrative units and providing them to all faculties. 
  1. Reviewing the self-evaluation reports submitted by faculties, preparing the internal audit report including recommendations and required modifications, and sending the finalized review to each Faculty Quality Assurance Center. 

Second: Leading the Development of the Risk Management Manual in the Educational Process 

 

 

  1. A committee was formed by the Quality Assurance and Accreditation Center with official nominees from all faculties. 
  2. A unified risk identification template was developed by the Director of the Quality Assurance and Accreditation Center, covering risk types, likelihood, severity, and mitigation actions. 
  3. A central review meeting was held with the core team to evaluate and refine the model. The team included the Center Director and 2–3 nominated faculty members with expertise in risk management. 
  4. A workshop for the full committee was conducted to engage in brainstorming, gather feedback, and finalize the risk identification and management model. 
  5. Each faculty identified risks relevant to the educational process, assessed their severity and likelihood, documented existing preventive measures, and proposed additional mitigation actions using the approved template. 
  6. The central team reviewed all faculty submissions, integrated aligned items, and produced the final version of the manual. 
  7. The draft manual was circulated to all Deans for review and feedback. 
  8. The manual was revised again following university administration review to produce the final version. 
  9. The manual was officially approved by the University Council and circulated to all faculties via the official email of each Dean. 

 

 

Third: Managing the University-Wide Stakeholder Opinion Survey System 

  1. Preparing customized opinion survey forms for academic staff, administrative staff, and five separate student surveys, developed by the Center’s core team. 
  2. Publishing the surveys through electronic links prepared by the Center. 
  3. Supervising the analysis of survey results, conducted by the University Information Center. 
  4. Sending results to each faculty individually through the Committee for Surveys, Publishing, and Sustainability to support improvement planning. 
  5.  

 

Fourth: Managing Internal Environmental Analysis (Internal Environment Assessment) for Faculties 

  1. Preparing internal environment assessment surveys based on the 2015 updated institutional accreditation standards. 
  2. Circulating the surveys to all stakeholders in each faculty through dedicated links. 
  3. Supervising data analysis conducted by the University Information Center. 
  4. Sending results to each faculty to identify strengths and weaknesses, support planning and decision-making, improve resource efficiency, enhance program quality and accreditation readiness, and strengthen continuous improvement mechanisms. 

 

Fifth: Promoting Quality Culture Across the University 

  1. Training programs coordinated with the National Authority for Quality Assurance and Accreditation of Education (NAQAAE):

     
    1. Strategic Planning: 17–18 November 2024 
    2. Preparing the Self-Study Report (Institutional Accreditation Standards): 3–5 December 2024 
  2. Workshops delivered in collaboration with international experts in education development: 
    1. Leveraging Artificial Intelligence in Student Assessment Methods: 15 & 26 February 2025 
    2. Teaching in Small Groups: 6 May 2025 
  3. Workshops delivered by the Center: 
    1. Developing Electronic Question Banks: 22 October 2024 
    2. Preparing the Table of Specifications and Blueprint: 28 October 2024 
    3. Statistical Analysis of E-Assessment Results: 24 December 2024 
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Sixth: Monitoring the Strategic Plans of Faculties 

  • Conducting three workshops on internal and external environmental analysis. 
  • Preparing a unified template for strategic plans. 
  • Following up and conducting internal reviews with faculties. 

 

Seventh: Leading the Development and Monitoring of Question Banks Across Faculties 

  • Delivering a workshop on the development of question banks. 
  • Preparing cards describing different question types. 
  • Providing the blueprint template for each course. 
  • Meeting with each faculty to review: 
  • the number of questions available in the question bank for each course, 
  • alignment with difficulty index, 
  • targeted learning outcomes, and 
  • cognitive levels being assessed. 

 

Eighth: Leading the Development of the Manual of Physical, Human, and Technological Resources 

  • Holding meetings with coordinators from all faculties to explain the methodology of developing the manual. 
  • Preparing a unified template for the manual’s contents. 
  • Collecting data from relevant administrative units and providing it to all faculties. 
  • Reviewing the manual prepared by each faculty. 

 

Ninth: Supervising the Development of the Student Handbook in All Faculties 

  • Conducting meetings with coordinators from all faculties to clarify the methodology of preparing the handbook. 
  • Preparing a standardized template for handbook contents. 
  • Reviewing each faculty’s student handbook. 

Awareness and Sustainable Learning 
• Integration of sustainable development issues—such as climate change, food security, and biodiversity protection—into academic curricula. 
• Implementation of student projects and educational activities that promote environmental and social awareness. 

Other Programs 
• Continuous development of academic programs and curricula in line with modern global trends. 
• Establishment of twinning programs with international universities to enhance joint degrees and student exchange opportunities. 
• Distinguished English-taught programs offered across all faculties of the university. 
• The University’s Electronic Examination Center and Information Technology Unit play a vital role in ensuring the digital transformation of education. 
• A fully operational E-learning and Distance Education Platform that supports all programs across campuses. 
• Implementation of national initiatives to develop students’ technical and vocational skills. 
• Provision of state-of-the-art laboratories and facilities to ensure high-quality education. 
• Well-equipped lecture halls and laboratories that provide a comfortable and advanced learning environment. 
• Scholarships for academically outstanding students and targeted academic support for students in need through personalized mentoring sessions with faculty members. 

  • KSIU awarded633 scholarshipsto outstanding and deserving students. 
    • The Faculty of Medicine organized both the 3rd Annual Research Day and the 4th Scientific Research Day for Medical Students. 
    • German language students completed summer training at Münster University, Germany. 
    • Pharmacy students conducted clinical training at Cleopatra Hospitals Group. 
    • Veterinary Medicine faculty supervised summer training programs in Ras Sudr. 
    • Architecture and Tourism & Hospitality students organized educational trips to eco-resorts in Nuweiba to promote sustainable tourism. 
    • The University hosted the Indian Cultural Day and other multicultural events to promote intercultural understanding. 
    • A workshop titled “How to Write Research Proposals” was held to develop students’ research and academic writing skills. 
    • KSIU signed cooperation protocols with Arabize, Accor Hotels Egypt, Cleopatra Hospitals, and Jaz International Hotels to expand professional training opportunities. 
    • Basic Sciences students organized the “Science Market Glimpse” Forum at the Ras Sudr Campus. 
    • The Faculty of Veterinary Medicine conducted a field visit to Eva Pharma Factory to promote applied learning. 
    • Computer Science and Engineering students reached the final round of the ECPC, reflecting excellence in STEM education. 
    • Translation and Simultaneous Interpreting (German) students earned five DAAD scholarships. 
    • The Faculty of Desert Agriculture organized a field trip to SEKEM to integrate sustainability concepts into agricultural education. 
    • The Faculty of Tourism and Hospitality participated in the International Conference of Southern Federal University, Russia. 
    • Administrative Sciences students took part in the IMA Student Leadership Summit 2024, showcasing their leadership and analytical skills. 

Scientific, Academic, and Institutional Collaborations 
• King Salman International University (KSIU) signed a cooperation protocol with the Egyptian Space Agency to enhance scientific and research collaboration between Egyptian universities and national agencies. 
• In cooperation with the Egyptian Knowledge Bank, the University organized specialized training programs for students and faculty members to enhance their access to academic and scientific resources. 
• Pharmacy students conducted clinical training at Cleopatra Hospitals Group under a Memorandum of Understanding between the university and the hospital network. 
• The University, in collaboration with CelliXiza Biotechnology Company, organized an intensive training course in cell culture technology. 
• KSIU signed a cooperation protocol with Jaz International Hotels Group (Steigenberger – Egypt) to train students in hospitality management. 
• A protocol was also signed with Arabize Company to provide professional training and qualification opportunities for students. 
• KSIU continues to adopt modern educational systems that integrate advanced pedagogical methodologies, research-based learning, and innovation-driven teaching practices. 

Sustainable Education Strategies 
• The university adopts a student-centered learning strategy, recognized internationally as a core approach to sustainable education. This model empowers graduates to take responsibility, think critically, and engage actively in real-world problem-solving. 
• KSIU emphasizes self-learning and lifelong learning strategies in many programs, ensuring graduates remain capable of continuous personal and professional development. 
• Environmental, social, and sustainability issues—such as climate change, disaster risk reduction, biodiversity, poverty alleviation, hunger eradication, and sustainable consumption—are embedded in the curricula across disciplines. 
• The University offers Real-Life Learning opportunities through projects and case studies focused on real-world challenges. 
• Interdisciplinary learning is also promoted, such as in the Medicine and Surgery program, where students integrate knowledge across scientific and social dimensions. 
• Extra-curricular activities centered on sustainability themes are organized regularly. 
• Evaluation systems emphasize performance-based and critical-thinking assessments, rather than rote memorization. 
• Students’ portfolios are used as tools for reflection, self-assessment, and improvement planning. 

Research and Renewable Energy Initiatives 

  • KSIU received aUnited Nations Development Programme (UNDP) grant to establish a solar power station that serves as an educational and training facility for engineering students and promotes energy-saving culture across disciplines. 
    • The University applied for two Erasmus+ grants funded by the European Union to support engineering studies related to climate adaptation and renewable energy projects. 
    • A cooperation agreement was signed with Tabuk University (Saudi Arabia) for joint research on the conservation of the Red Sea environment. 
    • KSIU organized the Desert Agriculture and Sustainable Development Conference, focusing on innovation in arid-zone farming. 
    • The University launched the “Young Scientists for a Better Future” initiative, aimed at empowering school students and youth to engage in research and innovation. 

 

International Partnerships and Pioneering Initiatives (2025–2026) 

International Partnerships 
King Salman International University continues to strengthen its academic and research collaborations with leading global institutions to promote applied learning and innovation. Key partnerships include: 
• Tabuk University (Kingdom of Saudi Arabia) 
• University of North Carolina and University of South Carolina (USA) 
• Southern Federal University (Russia) 
• University of Applied Sciences (Austria) 

The University also collaborates with global organizations such as the United Nations Development Programme (UNDP) to support sustainable education and applied skills development. Moreover, it actively participates in international academic funding and exchange programs such as Erasmus+, DAAD, ÖAAD, and Fulbright. KSIU supports German language education through cooperation with the German Academic Exchange Service (DAAD). 

At the industry level, KSIU partners with global corporations to provide hands-on training opportunities for students, including Steigenberger Hotels Group, ACT Biotechnology, and Cleopatra Hospitals Group. 

 

Pioneering Initiatives 
The University supports student-led and community-based initiatives that foster innovation and practical skill development. These include: 
• The “Young Scientists for a Better Future” initiative. 
• Student projects in renewable energy and environmental engineering, funded by the European Union and UNDP. 
• Establishment of solar learning stations and digital learning environments to expand access to modern education. 
• Organization of conferences and workshops on desert agriculture and sustainability. 
• Implementation of scientific and agricultural outreach programs across South Sinai to promote sustainable practices and innovation. 

Goals of Partnerships and Initiatives 
Through these partnerships and initiatives, KSIU aims to: 

  • Enhance the international dimension of education and research. 
  • Support applied learning and technical innovation for students. 
  • Strengthen the social and economic impact of the university locally and globally. 
  • Promote environmental and social sustainability through educational projects and practical initiatives. 
     

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Centre Services

Through one-on-one guidance, practical simulations, and constructive feedback, students are equipped with the tools and strategies needed to navigate the job market successfully and make informed career decisions.

  1. Résumé Critique
    • Learn how to design and format a professional résumé that reflects key achievements and skills.
    • Understand how to tailor résumés for specific job roles and industries.
    • Apply techniques to ensure compatibility with Applicant Tracking Systems (ATS).
    • Receive individualized feedback to enhance clarity, accuracy, and impact.
  2. Mock Interview
    • Develop confidence and fluency in responding to common and behavioural interview questions.
    • Practice interview techniques using structured frameworks such as STAR.
    • Improve non-verbal communication, body language, and self-presentation skills.
    • Receive targeted feedback to strengthen performance in future interviews.
  3. Career Services
    • Explore suitable career paths based on personal interests, skills, and academic background.
    • Learn effective networking and job search strategies.
    • Gain insights into market trends and employer expectations.
    • Build a personalized career development plan to support long-term professional growth.

Specialized Courses

Through practical knowledge, hands-on projects, and sector-specific insights, the Specialized Courses ensure participants gain industry-relevant skills and the confidence needed to excel in their chosen fields and stand out in an increasingly competitive job market.

Soft Skills

  1. Presentation Skills
    • Learn how to plan, structure, and deliver effective presentations.
    • Develop confidence in public speaking and audience engagement.
    • Use visual aids and storytelling techniques to enhance message clarity and impact.
    • Improve body language, tone, and overall presentation delivery.
  2. Teamwork Skills
    • Understand the principles of effective team dynamics and collaboration.
    • Learn how to contribute productively within diverse teams.
    • Develop conflict resolution, active listening, and problem-solving skills.
    • Foster leadership and accountability within group settings.
  3. Communication Skills
    • Strengthen verbal and written communication in professional contexts.
    • Learn to adapt communication style to different audiences and situations.
    • Practice active listening and constructive feedback.
    • Enhance interpersonal skills for effective networking and teamwork.
  4. Leadership 

1. Resume Writing & Critique

  • Learn how to create a professional resume tailored to job opportunities.
  • Understand the difference between CV and Resume.
  • Apply effective writing techniques to highlight skills and achievements.
  • Participate in a resume critique workshop to ensure your resume is ATS-friendly and market-ready.

2. Interview Techniques & Mock Interviews

  • Develop strong interviewing skills through practical training.
  • Learn how to answer behavioral and technical questions using frameworks like STAR.
  • Gain confidence through mock interviews with feedback from career advisors.
  • Improve communication, body language, and personal branding.

3. Job Search Techniques & LinkedIn Profile Building

  • Explore effective job search strategies and online platforms.
  • Learn how to analyze job descriptions and tailor applications accordingly.
  • Create and optimize a professional LinkedIn profile.
  • Build a strong online presence and network with potential employers.

Learning Outcomes

By completing the Career Bundle, students will be able to:

  • Develop a market-oriented resume and professional online profile.
  • Demonstrate strong interview and communication skills.
  • Apply effective job search strategies to secure internships and full-time roles.

Various workshops were delivered by graduates who hold accredited certificates in their fields, in cooperation with student and scientific societies at the university.

 This approach aims to build graduates’ confidence and strengthen their instructional and presentation skills under the supervision of UCCD professional trainers to ensure quality delivery. Examples include student groups such as KMSA, KART, and SSC.

A seminar on innovation and Artificial Intelligence (AI) was organized for students at the Ras Sedr branch. Offering special programs to promote innovation and entrepreneurship. Organizing seminars on establishing small businesses and freelance work. 

Creating an enabling environment for innovators through initiatives such as 'Be Ready' and 'One Million Qualified Innovators.'

The center actively engaged with companies and organized a Career Fair.

 Organizing employment fairs and professional networking events to connect students and graduates with employers. 

Providing internship and employment opportunities in both the public and private sectors. Training industrial students under the European Union grant.

Conducting ABOUT 80 sessions for all final-year students.

 Providing one-on-one counseling sessions to help students explore their career interests and set their goals. Assisting students with writing and reviewing their CVs properly.

A total of 110 workshops were conducted for all final-year students during the 2024/2025 academic year, with a total of 2,355 trainees (Excel sheet attached). 

Delivering high-quality training programs to develop personal and professional skills. Organizing workshops and lectures (e.g., CV writing, job interviews, marketing, and entrepreneurship).

Technical Support and Accreditation Readiness Committee carries out the following activities:

 

  1. Providing technical support to the Quality Assurance Units in the faculties for managing quality systems and monitoring the implementation of related procedures.
  2. Offering technical support to the university’s faculties to obtain local and international accreditation.
  3. Designing and developing monitoring and evaluation templates to ensure the quality of various activities within the university.
  4. Preparing and implementing field visit plans or periodic meetings with the Quality Assurance Units in the faculties—either in person or remotely.
  5. Preparing an annual report on the committee’s activities and submitting it to the Director of the Center.

Strategic Plan Implementation Monitoring Committee undertakes the following activities:

 

  1. Regularly reviewing the university’s vision and mission in light of new developments, and supervising their periodic update with the participation of all relevant stakeholders.
  2. Developing the university’s environmental analysis methodology and setting implementation plans that ensure the participation of all parties, in coordination with the Center’s administration.
  3. Supervising the preparation of environmental analysis tools, ensuring their appropriateness for the targeted groups of each tool.
  4. Proposing updates or modifications to the university’s strategic plan and ensuring it is communicated to all concerned parties through various channels.
  5. Following up on the implementation of the university’s strategic plan activities.
  6. Providing technical support to faculties in preparing and following up the implementation of their strategic plans in alignment with the university’s overall strategy.
  7. Organizing training sessions in the field of strategic planning for faculty members and teaching assistants, delivered by the National Authority for Quality Assurance and Accreditation, in coordination with the Center’s Training Unit.
  8. Preparing an annual report on the committee’s activities and submitting it to the Director of the Center.

Training and Human Resources Development Committee undertakes the following activities:

 

  1. Preparing the Center’s annual training plan to meet the needs of the Center’s internal committees as well as the faculties and administrative departments of the university regarding educational quality. This is based on training needs assessment results, followed by the design of appropriate training programs.
  2. Implementing training courses designed by the Center and issuing certificates upon completion.
  3. Coordinating the organization of training programs offered by the National Authority for Quality Assurance and Accreditation of Education (NAQAAE) or other relevant entities.
  4. Measuring the impact of training, evaluating its outcomes and effectiveness, and preparing the required reports.
  5. Providing awareness and technical support in the field of training to the Center’s internal committees and to the training committees of the Quality Assurance Units in the faculties.
  6. Establishing a comprehensive database that includes all training programs conducted by or under the supervision of the Center, including the number and names of participants, as well as follow-up and evaluation reports for each course.
  7. Preparing an annual report on the committee’s activities and submitting it to the Director of the Center.

Measurement and Assessment Committee carries out the following activities:

 

  1. Promoting a culture of measurement and assessment and raising awareness of the importance of developing assessment processes as a cornerstone of improving the university’s educational system.
  2. Providing technical support to faculties in reviewing assessment methods, tools, and examination results.
  3. Issuing guidelines and regulations for developing assessment and examination systems in accordance with the approved National Academic Reference Standards (NARS), and disseminating them among the faculties’ measurement and assessment committees.
  4. Training faculty and teaching assistants in measurement and assessment techniques in collaboration with the Training Committee.
  5. Following up on the preparation and updating of question banks for academic courses in alignment with learning outcomes and program academic standards.
  6. Monitoring satisfaction indicators among students and faculty regarding assessment systems, student evaluation, and examinations within faculties.
  7. Reviewing and preparing annual examination evaluation reports, developing executive plans for corrective actions to address weaknesses, and enhancing strengths.
  8. Encouraging faculties—especially those with large student numbers—to apply electronic assessment systems, including e-examinations, e-marking, and exam results analysis.
  9. Providing technical support to faculties’ measurement and assessment committees in conducting statistical analysis of automated grading results.

Surveys, Publication, and Sustainability Committee performs the following activities:

 

  1. Designing surveys to collect feedback from all relevant stakeholders, including:
    • Internal stakeholders (faculty members, teaching assistants, students, and administrative staff) regarding the performance and activities of the university/faculty.
    • External stakeholders, such as employers and community beneficiaries, regarding the quality and competence of graduates.
    • Field training providers, to evaluate and improve students’ skills through continuous feedback.
  2. Collecting, analyzing, and summarizing survey results from the various faculties, and proposing corrective actions in coordination with the concerned faculties.
  3. Conducting satisfaction surveys for participants in training programs organized by the Quality Assurance and Accreditation Center, analyzing data, and preparing statistical reports to be presented and discussed at the University Council.