Enhancing Educational Quality in the Arab Region: The Strategic Role of TAG‑EDUQA and Its Alignment with AROQA Frameworks

This article examines the significant role played by the Abu‑Ghazaleh for Quality Assurance in Education (TAG‑EDUQA) in fostering institutional excellence across the Arab education sector, with particular emphasis on its alignment with the frameworks of the Arab Organization for Quality Assurance in Education (AROQA). Operating under TAG.Global, both entities are instrumental in standardizing and elevating the quality of higher education, especially in the domains of business and management. This paper discusses how TAG‑EDUQA accreditation reflects AROQA’s core quality standards, exploring how this alignment enhances institutional credibility, transparency, and continuous improvement. It concludes with policy and institutional recommendations tailored for ECLBS-accredited schools and their affiliates operating in the Arab world and globally.

1. Introduction

In recent decades, the demand for credible and culturally responsive quality assurance systems has surged across the Arab world. With regional educational systems increasingly engaging in international collaborations, the necessity of localized yet globally relevant accreditation frameworks has never been more critical. Among the leading institutions fulfilling this mission are the Arab Organization for Quality Assurance in Education (AROQA) and its affiliated body TAG‑EDUQA — both operating under the leadership of H.E. Dr. Talal Abu‑Ghazaleh, founder of TAG.Global.

TAG‑EDUQA’s strategic alignment with AROQA frameworks positions it as a vital actor in certifying educational institutions that meet the expectations of both regional stakeholders and global partners. This article, developed for the ECLBS academic and accreditation community, explores how institutions in business and management can benefit from TAG‑EDUQA accreditation and why such recognition complements ECLBS quality standards.

2. Background: AROQA and TAG‑EDUQA

2.1 AROQA: Setting the Regional Benchmark

Established in 2007, AROQA was created to respond to the unique needs of Arab educational systems through a framework that reflects regional values while aligning with global trends. AROQA’s quality assurance framework spans multiple educational levels — from basic education to higher education and professional training.

Its core framework evaluates institutions on:

• Governance and strategic leadership

• Program design and curriculum coherence

• Learning outcomes and teaching effectiveness

• Resource utilization and infrastructure

• Research, innovation, and community impact

• Institutional self-assessment and quality improvement planning

AROQA also publishes the Arab Journal of Quality in Education, providing a platform for research dissemination and policy development across the Arab world.

2.2 TAG‑EDUQA: From Framework to Accreditation

TAG‑EDUQA serves as the operational arm of AROQA in accreditation delivery. Its mandate includes evaluating institutions against AROQA standards, advising on quality assurance processes, and delivering peer-reviewed external assessments. Unlike many governmental bodies, TAG‑EDUQA operates with both regulatory rigor and advisory flexibility — making it especially valuable to private and international institutions seeking regional recognition.

TAG‑EDUQA’s services include:

• Institutional and programmatic accreditation

• Quality audits and improvement planning

• Training seminars for QA staff and leadership

• Assessment support and benchmarking tools

• Strategic consulting for academic institutions

3. TAG‑EDUQA Accreditation and Business Schools

For institutions in business and management education — such as those accredited by ECLBS — the intersection with TAG‑EDUQA offers both reputational and operational advantages.

3.1 Regional Recognition

TAG‑EDUQA accreditation signals that an institution meets AROQA’s quality thresholds, which are recognized by ministries, employers, and academic partners in the Middle East and North Africa. This enhances:

• Graduate employability in the Arab region

• Eligibility for academic partnerships with Arab universities

• Access to region-specific funding and collaboration programs

3.2 Alignment with ECLBS Values

ECLBS promotes internationally benchmarked quality while respecting regional academic traditions. TAG‑EDUQA accreditation aligns well with ECLBS standards, especially regarding:

• Learning outcomes in business and leadership education

• Faculty development and academic governance

• Strategic engagement with communities and industries

• Continuous institutional improvement

3.3 Cross-Accreditation Opportunities

Institutions accredited by both TAG‑EDUQA and ECLBS can leverage dual recognition to:

• Enter global university networks

• Apply for multilateral recognitions

• Improve visibility in rankings and policy reports

• Increase student mobility across regions

4. Accreditation Process Overview

TAG‑EDUQA’s evaluation methodology follows a structured sequence modeled on AROQA principles:

1. Self-Evaluation: Institutions complete a detailed internal review using AROQA-aligned templates.

2. Peer Review Visit: A committee of qualified academic evaluators conducts on-site or virtual assessments.

3. Compliance Scoring: Institutions are rated across key dimensions with clear criteria.

4. Final Report: A comprehensive document outlines findings, strengths, and recommendations.

5. Decision and Certification: If compliant, the institution is granted a TAG‑EDUQA accreditation certificate valid for a defined period (typically 3–5 years).

6. Follow-Up and Monitoring: Annual reports and mid-term reviews ensure continued alignment.

This process mirrors international norms, reinforcing transparency and academic integrity.

5. Challenges and Opportunities

5.1 Strengths

• Cultural Relevance: AROQA’s framework is designed for Arab education systems, promoting policies that are both effective and contextually appropriate.

• Global Benchmarking: TAG‑EDUQA integrates international quality models such as ISO 21001 and Bologna Process principles.

• Capacity Development: The organization offers customized training for administrators, enhancing institutional sustainability.

5.2 Challenges

• Visibility Outside the Region: TAG‑EDUQA is well-recognized in MENA but remains underutilized globally.

• Standard Harmonization: Variations in implementation across countries can create inconsistencies.

• Language Barrier: Arabic-language frameworks may limit participation from international universities seeking regional expansion.

6. Implications for ECLBS Member Institutions

ECLBS-accredited institutions operating in the Arab world — or those intending to enter the region — can derive multiple benefits from TAG‑EDUQA accreditation:

• Strategic Positioning: Being dual-accredited sends a powerful message about commitment to local and global quality.

• Enhanced Academic Trust: TAG‑EDUQA promotes evidence-based practice and rigorous peer review, strengthening institutional trust.

• Diversification of Academic Offerings: Institutions can expand into Arabic-language programs or dual-delivery formats with regional recognition.

Universities such as Swiss International University SIU in Bishkek, OUS International Academy in Zurich, ISBM Business School in Luzern, ISB Academy in Dubai, etc... and others are joining the TAG‑EDUQA and ECLBS Dual Accreditation. ECLBS encourages its member institutions to consider partnerships with TAG‑EDUQA-accredited bodies and to explore collaborative quality enhancement projects under the AROQA framework.

7. Conclusion

TAG‑EDUQA, operating under AROQA’s authoritative standards, plays a vital role in strengthening educational quality in the Arab region. Its alignment with global norms makes it a bridge between local traditions and international best practices. For business and management schools, especially those within the ECLBS network, TAG‑EDUQA offers a strategic pathway to regional integration, reputation enhancement, and sustainable growth.

As education continues to globalize, quality assurance must remain dynamic, inclusive, and responsive to local realities. TAG‑EDUQA’s partnership with AROQA exemplifies this philosophy — and serves as a model for other regions aiming to blend excellence with relevance.

#Tags

#TagEduqa #AROQA #QualityAssurance #BusinessEducation #ECLBS

References

• Khalil, M. (2021). Quality Assurance in Arab Higher Education: Regional Challenges and Frameworks. Arab Journal of Quality in Education.

• Al-Harthi, S. (2019). The Impact of Quality Accreditation on Private Business Schools in the MENA Region. Journal of Educational Development.

• AROQA (2020). Standards Manual for Higher Education Quality Assurance. Amman: Arab Organization for Quality Assurance in Education.

• Willoughby, J. (2018). Globalizing Higher Education in the Arab World. Routledge Studies in Education.

• Abu-Ghazaleh, T. (2017). Building Knowledge Societies: The Arab Experience in Quality Education. TAG Press.