The Role of Quality Assurance Criteria and Accreditation in Knowledge Production

Abstract

Quality assurance and accreditation are essential components of higher education in Afghanistan. Through the evaluation of knowledge-producing institutions and the proper alignment of quality enhancement criteria, valuable steps towards scientific innovation in the country have been taken. Specific indicators have been defined for knowledge production and quality enhancement. These indicators are effectively implemented through unity and adherence to scientific methods to produce practical knowledge. Achieving high-quality knowledge production without internal unity in these processes, which include proper alignment of criteria such as evaluations, requirements, missions, and strategies; community engagement; governance; leadership and management; financial and administrative resources; academic programs; research; faculty and staff; student experiences; quality enhancement and improvement; libraries and information resources; teaching; technology; facilities; perspectives; policies; culture; economy; power; thinking; interactions; and creating a space for dialogue, is not possible. There are also obstacles in knowledge production that would be difficult to overcome without adherence to scientific methods. In this research, we found that the alignment of quality enhancement criteria for higher education in Afghanistan, including a strategic program with foresight regarding the realities and existing situations in knowledge-producing institutions, provides effective strategies and tactics for innovation in knowledge. These institutions, through community engagement by educating specialized and well-equipped professionals with up-to-date knowledge, investing in creating a suitable environment for scientific research by professors, employees, and students, and providing facilities and technological equipment to facilitate learning, have brought about significant scientific transformation in the higher education system.