البرامج التدريبية وعلاقتها بتطوير كفايات أعضاء هيئة التدريس في ضوء معايير الجودة والاعتماد الأكاديمي : جامعة إفريقيا العالمية أنموذجا
This research aims at identifying the training programs relationship to the development of competencies of faculty members in the light of quality standards and academic accreditation at the International University of Africa. The researcher adopted the descriptive approach using the questionnaire as a tool of data collection. The research population were (100) faculty members of the International University of Africa who received training courses to represent purpose sample of this research. The data were analyzed by the SPSS program to reach the results. A number of statistical treatments were used such as T- test for independent sample and standard scores. The researcher reached a number of results: The training programs have an effective role in the development of competencies of faculty members in the light of quality standards and academic accreditation. In addition to that the sample members' evaluation of the training program plan and objectives was average by (65%). 79% in favour of the content of the material in the training programs according to the views of the faculty members sample in these programs. The existence of several obstacles to the effectiveness of training programs in the development of competencies of faculty members in the light of quality standards and academic accreditation as well as the weak follow-up of training impact upon the targeted group. The researcher recommended that there should be a continuous evaluation study of the training programs and their effect on the development of competencies of faculty members, with the aim of revision and development to achieve the maximum possible benefit. In addition to relating the content of the training programs to their objectives so as to ensure the achievement of its objectives due to quality standards and academic accreditation. And work to overcome the obstacles that hinder the effectiveness of training programs, to follow the impact of training and assess the competencies of the trainee. Finally working to provide adequate financial allocations for training programs to motivate the staff and stimulate their professional performance. (Author’s abstract)