As part of its ongoing efforts to enhance the quality of its educational programs, The School of Educational Sciencesat the University of Jordan held an extensive coordination meeting, chaired by Professor Dr. Mohammad Sayel Alzyoud, Dean of the Faculty, to follow up on the progress made toward obtaining international accreditation from the Council for the Accreditation of Educator Preparation (CAEP) for the "Early Childhood Education" and "Classroom Teacher" programs—two of the Faculty's most prominent teacher preparation programs.
In his opening remarks, Professor Dr. Mohammad Sael Al-Zayoudwelcomed the attendees, emphasizing that achieving CAEP accreditation represents a strategic and pivotal step in the Faculty's ongoing academic development initiative. He explained that this process goes beyond merely meeting evaluation requirements, aiming to instill a culture of comprehensive quality, update programs, and improve learning outcomes in alignment with the latest educational advancements, thereby enhancing the University of Jordan's standing among leading local and international universities.
The meeting was attended by the vice deans and assistants to the dean, heads of academic departments, chairs and members of specialized accreditation committees, and faculty and administrative staff. This broad participation reflects a collective commitment from all stakeholders to support the Faculty's efforts in achieving this prestigious international accreditation, which serves as a global recognition of the academic quality and excellence of its teacher preparation programs.
Dr. Sahar Abu Helou, Assistant Dean for International Accreditation Affairs, affirmed that the Faculty is progressing steadily and confidently toward fulfilling the accreditation requirements in accordance with the highest international standards. She noted that the collaborative work between academic committees and faculty members has significantly contributed to the preparation of the required documentation and evidence. She added, “We view international accreditation not as an end in itself, but as a means to improve the quality of education and to prepare educational professionals equipped with the competencies needed to meet the demands of 21st-century education."
The meeting included a detailed review of the completed action plan and a thorough examination of the progress made in the components of the self-study report and supporting evidence. Participants also discussed technical and organizational challenges faced by the working teams and proposed practical solutions to ensure that the process stays on schedule and maintains the highest levels of efficiency and effectiveness.
The discussion focused on the five key standards upon which CAEP accreditation is based. Specialized academic committees have been formed for each standard to ensure comprehensive and precise coverage of the evaluation requirements.
For the first standard, the discussion revolved around the extent to which student teachers are enabled to acquire a solid knowledge base and modern pedagogical skills that integrate theory and practice. The participants also discussed the current programs' ability to prepare students to address individual differences and diversity among learners by adopting interactive and innovative teaching strategies.
The second standard focused on ways to strengthen institutional partnerships with schools and field training centers to provide realistic and rich learning environments that allow student teachers to engage directly with the educational field. The importance of continuous professional supervision and the systematic documentation of training outcomes to ensure quality and ongoing development was also emphasized.
Regarding the third standard, the meeting addressed admission policies in teacher preparation programs and their alignment with international standards. Participants discussed mechanisms for evaluating applicants' academic achievements and personal and professional competencies, stressing the need to develop reliable assessment tools to attract qualified and talented students.
The fourth standard centered on assessing the impact of educational programs in practical settings by tracking the performance of the Faculty's graduates in various educational institutions and gathering feedback from the field regarding their competencies. The need for regular feedback collection and analysis using accurate measurement tools was highlighted in order to inform data-driven and evidence-based improvement decisions.
The fifth standard involved reviewing the quality assurance and self-evaluation systems adopted by the Faculty, as well as analyzing academic and institutional performance data. The meeting reaffirmed the importance of embedding a culture of continuous improvement through the documentation of processes and the development of an effective monitoring system based on measurable quantitative and qualitative performance indicators.
This meeting is part of a series of systematic efforts undertaken by The School of Educational Sciencesand the University of Jordan more broadly to strengthen their academic standing, ensure the highest standards of quality, and achieve international accreditations, which are considered key pillars of excellence in higher education institutions—particularly in the field of teacher preparation and equipping educators for the demands of modern education.