Basic Principles of Public-Professional accreditation of Educational Programs S.I.Gerasimov Saint Petersburg Electrotechnical University “LETI”, S.O. Shaposhnikov Key words: public professional accreditation, university degree programs, basic principles. The article analyzes basic principle for organizing and carrying out public- professional accreditation of university degree program submitted by technical higher education institutions.
meeting the so-called “world standards”
developed by the international scientific
and technical society. Public-professional
S.I. Gerasimov 1. Voluntary principle.
accreditation of their own accord. there
process. in different countries it is carried
take part in this quite a labour-intensive
organizations (bodies) in different ways,
principles [2,3,4]. nevertheless, despite
the differences and peculiarities, there
S.O. Shaposhnikov
is a system of basic principles of public-
activity. the stimuli can be different in
different countries. thus, in canada, only
article deals mainly with accreditation of
national EXPEriEncE in Educational PrograM accrEditation
ENGINEERING EDUCATION 12’2013
special opinion to the evaluation report
if he/she disagrees with the colleges’
4. Principle of accrediting agency’s independence. 2. recurrence principle.
authorities and political structures, as
well as sponsors. this condition is strictly
controlled by international associations
and ever”. as a rule, the programs are
accredited for 4-5 years, after that the
(EQar) [7] that requires all agencies to
“continuous improvement”, as well as
the accreditation criteria can be updated
3. Principle of experts’ independence.
accrediting particular udPs – all this
system exists it is based on independent
evaluation are taken by an elected board
international monitors (representatives of
international accreditation agencies) can
5. Principle of the declared accrediting subject area.
belong to the declared subject area (for
the field of technologies and technique)
programs awarding Bachelor’s, Master’s
and specialist’s degrees). obviously the
be enlarged, for example it is necessary to
develop accrediting procedure and criteria
for advanced educational programs. in any
national EXPEriEncE in Educational PrograM accrEditation
ENGINEERING EDUCATION 12’2013 8. Principle of respect, partnership
subject area. it is not mere chance that the
and mutual interests.
international accrediting associations are
and criteria should recognize particular
6. Transparency principle.
after all, the term “accreditation” comes
from latin “credo” (trust). it is natural
should be available for a wide interested
that HEis differ in their possibilities,
accrediting Board by the HEi, as well as
does not mean that one size should fit all
evaluation report made by the examination
universities interested in degree program
team should be at the disposal. as a rule,
such sort of information is confidential one
and can be available for interested parties
when approved by all parties involved (first
particular features of HEis, their missions,
7. Principle of common goal of UDP accrediting procedure.
interests (in our case, academic society)
should not have restrictive and regulatory
in practical activities. these goals should
of mutual interest in fair and objective
character of the stakeholders’ interaction
national EXPEriEncE in Educational PrograM accrEditation
ENGINEERING EDUCATION 12’2013 rEFErENCES: 1. gerasimov s.i. development of Professional-and-Public accreditation systems for
Educational Programs in russia and abroad/ s.i. gerasimov, s.o. shaposhnikov//
Quality. innovation. Education. – 2012. - №12. – P. 36-43. (only in russian)
2. Principles of accreditation [Electronic resource] // the american speech-language-
Hearing association (asHa): [the offic. site]. – rockville, 1997–2013. – url: http://
www.asha.org/academic/accreditation/Principlesaccreditation, free. – tit. from the
3. Principles of accreditation: foundations for Quality Enhancement [Electronic resource]:
approv. by the college delegate assembly, dec. 2001 / commiss. on colleges south.
assoc. of colleges and schools (cacs coc). – 1st ed., 1st print. – decatur, cop. 2004.
– 44 p. – url: http://www.sacscoc.org/pdf/Principlesofaccreditation.Pdf, free. – tit.
from the tit. screen (usage date: 22.07.2013).
4. accreditation Manual [Electronic resource] (for evaluation visits after august 2011) /
inst. Eng. singapore; Eng. accred. Board. – singapore, 2011. – 26 p. – url: http://
www.ies.org.sg/professional/eab/eabman.pdf, free. – tit. from the tit. screen (usage
5. shaposhnikov s.o. accreditation of Engineering Programs in canada// accreditation in
Education. – 2010. -№1(36). – P. 36-41
6. shaposhnikov s.o. review of accreditation of Engineering Programs in lithuania//
Engineering education. – 2012. -№9. – P. 40-45
7. European Quality assurance register for Higher Education [Electronic resource]: [the
offic. site]. – [Brussels, 2013]. – url: http://www.eqar.eu, free. – tit. from the screen
8. standards and recommendations for Higher Education Quality guarantee in
European area/the European association for Quality assurance in Higher Education.
accreditation in education, 2008. – 58 p. – [Electronic resource] – url: http://www.
enqa.eu/files/Esg_russian%20version.pdf, free. – title from the screen (reference date:
Introduction ORGANIZATION OF HCPCS Index The Ingenix 2009 HCPCS Level II book contains mandated changes and new Because HCPCS is organized by code number rather than by service or supply codes for use as of January 1, 2009. Deleted codes have also been indicated name, the index enables the coder to locate any code without looking through and cross-referenced to active codes when
Basic Principles of Public-Professional