Comparative Analysis of Quality Assessment Criteria of Higher Education in Afghanistan

The primary goal of universities worldwide is to accommodate the growing number of students while providing exceptional educational experiences. To meet the standards outlined by the Higher Education Quality Criteria, Higher Education Institutions (HEIs) need to ensure the maintenance and improvement of their educational settings. In today's environment, the previously unquestioned position and financial investments of HEIs in their academic values are now being closely examined. The importance of an HEI extends beyond academics, contributing significantly to social, political, and economic development while also enhancing competitiveness in a rapidly globalising, knowledge-based society. In this regard, Afghanistan has been developing its higher education institutions (HEIs). This research specifically aims to assess the quality evaluation model of higher education in Afghanistan. Key figures were intentionally chosen from the Ministry of Higher Education and other pertinent stakeholders. Using a descriptive qualitative research approach, the data were analysed thematically. A review of the existing literature on higher education quality assessment models revealed a trend toward a common framework. Participants emphasised the importance of maintaining academic standards through comprehensive assessment systems and highlighted the need to adopt more student-centred teaching and learning methods. Several individuals highlighted a disparity between the curriculum content and the skills required in the workplace, emphasising the importance of better alignment with industry standards. The research also revealed increasing concerns regarding faculty workload, inadequate training, and limited opportunities for professional growth. Furthermore, attendees emphasised the importance of leadership commitment and stakeholder engagement to drive significant change. In summary, the results indicated an urgent need for reforms that emphasise quality assurance, innovative teaching strategies, and responsiveness to societal and economic demands. It is recommended that Afghanistan's system operate under independent models tailored for different disciplines, aligned with international standards, and focus on engaging stakeholders in quality assurance. Furthermore, the integration of various methodologies and the creation of explicit standards for resource use are advised.