The ECAQA’s External Expert Commission (EEC) consists of 5-6 Members and includes: the Chair, National Academic Expert, International Expert, Employer and Student.

Two International Experts should be involved as member of the site- visit team at the National Universities.

The ECAQA’s Expert should:

  • be nominated by the by the Higher Education Institutions, National Medical Association, National Chamber of HealthCare, National or International Professional Association relating to Specialties, Health Care Delivery Departments and Organizations; Student’s Association;
  • as International Expert be nominated by the World Federation for Medical Education (WFME), International Association/Organization in Health Professionals or the Quality Assurance in Higher Education;
  • have an educational/research background in medicine and other relevant health professions;
  • be a senior academic staff in the biomedical as well as in the clinical disciplines, relevant health sciences, senior administrative staff from higher education institution in the country;
  • have at least 5 years of experience in assessing the quality assurance of institutions and/or programmes in higher education;
  • have prior knowledge or experience about the higher education system including health professions education and culture in the country or region in which the accrediting agency operates;
  • be trained and assessed as Reviewer for External Quality Assurance of Higher Education Institutions and their Programmes;
  • have a advanced level different set of skills and competencies requires for conducting external evaluation of quality assurance of higher education institutions and their Programmes;
  • have a good communication/teamwork and presentation skills as well as conduct discussion, exercises to select and finalise consensual decisions.


The ECAQA’s national experts should:

  • in depth understanding of national higher education system and knows the Laws of the Republic of Kazakhstan and Regulations in higher professional education and health care, State Programs for development of the higher professional education and health care;
  • know international perspective in higher education and the national system of accreditation and its requirements, specification of national accreditation standards;
  • understand purpose, major principles and requirements of accreditation process and its distinction (differences) from other processes ( licensing, post-licensing control, internal and external audit of quality management system) and verification methods used at external assessment procedures;
  • know procedures that need to be used and standards specifications and their use in accreditation process for planning and conduction of a institutional self-evaluation, site- visit and conducting external evaluation, making recommendations and decision on accreditation, be familiar with various types of accreditation systems and their advantages and disadvantages;
  • understand their role and responsibilities as external experts and importance of cooperation among members of external expert team and to be an effective team member or leader, and expectations of accreditation body of their involvement as expert, appropriate use recommended instructions and rules that should guide the accreditation process;
  • be able to analyze and understand large amounts of complex information and methods for obtaining and processing data, form and check hypothesis, analyze internal university processes and procedures regarding quality assurance and standards of educational programs;
  • be able to make objective judgments and conclusions, develop a final external evaluation of higher education institution or educational programme report and recommendations for improvement;
  • conduct interviews with students, graduates, staff, faculty and employers and determine interconnection of received data and information with institutional self-evaluation report and data and specifications of accreditation standards;
  • be able as consultants to provide consulting services and facilitate educational institutions regarding organization and conduction of institutional self-evaluation, specifications of accreditation standards, preparation and composition of report on institutional/educational programme self-evaluation.

WHO/WFME Suggested Expert’s Core Competencies in accreditation process:

  • Role of the expert in the accreditation process
    • Introduction: Establishing a collegial, interactive and constructive process. Solving problems related to potential conflict of interest and confidentiality of information from individuals;
    • The assessor tasks in general;
    • The national system of accreditation and its requirements;
    • Attention to significant local circumstances (socio-cultural, economic & political conditions, the health care delivery system, disease pattern etc.).
  • Standards/criteria and their use in accreditation
    • Introduction: Role of Standards/criteria in accreditation;
    • The World Federation for Medical Education Global Standards (BME, PGME, CPD);
    • National Rules and Regulations in Quality Assurance in Higher Education;
    • Adaptation/National Specification of Standards;
    • Institutional Specifications.
  • Self-evaluation, the basis for external evaluation, accreditation and improvement
    • Introduction: Reading the Self-evaluation Report;
    • Content of Report, coverage, comprehensiveness;
    • Conclusions regarding fulfilment of Standards;
    • Awareness of own Strengths and Weaknesses.
  • Appraisal of the evidence basis, especially the relation between documentation and conclusions
  • Missing and unclear information, if necessary request for supplementary information
  • Planning and carrying out the external evaluation and site visit
    • Introduction: Purpose of the external evaluation and site visit;
    • Planning the programme in collaboration with the host institution;
    • Sources of information: Meetings and visits, interviews and observation. Collecting detailed written information (examples of course plans, reading lists etc.);
    • Internal work in the team (prior to, during and at the conclusion of the visit);
    • Conclusions regarding fulfilment of standards, strengths and weaknesses;
    • Preliminary reporting to medical school;
    • Writing the report and obtaining factual corrections.
  • Recommendations regarding accreditation
    • Introduction: Conclusions regarding fulfilment or lack of fulfilment of standards;
    • Brief account of supporting evidence;
    • Recommendations to the medical school regarding corrective actions and quality improvement;
    • Recommendations to the authorities regarding the decision on accreditation.
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