The University of Education (UoE) Lahore has launched a three-day Faculty Development Programme aimed at strengthening academic quality, promoting outcome-based learning and enhancing institutional preparedness for NCEAC accreditation.
Titled “Elevating Academic Quality: Reimagining the Learning Ecosystem and Accreditation Readiness for NCEAC,” the programme is being held from September 4 to 6, 2026, with the participation of more than 50 faculty members representing UoE campuses across seven cities of Punjab.
Organized by the Center for Lifelong Learning and Leadership (CL3) under the leadership of Vice Chancellor Prof Dr Aqif Anwar Chaudhry, the programme is designed to go beyond conventional accreditation preparation. It focuses on embedding quality assurance, reflective teaching, evidence-based academic practices and continuous improvement into the University’s academic culture.
The training places particular emphasis on Outcome-Based Education (OBE), alignment of learning outcomes with teaching and assessment, documentation of student learning evidence, Continuous Quality Improvement (CQI) and understanding the requirements and expectations associated with NCEAC accreditation.
Addressing the inaugural session, Vice Chancellor Prof Dr Aqif Anwar Chaudhry said academic quality should not be viewed as an activity undertaken merely to fulfill accreditation requirements. Instead, he described it as a continuous institutional commitment to improving what and how students learn.
He emphasized that faculty members are central to this transformation, noting that the University’s vision of academic excellence can only become meaningful when it is translated into effective classroom practices and improved student learning outcomes.
The Vice Chancellor also stressed that accreditation should be regarded as an opportunity for institutional reflection, self-assessment, improvement and accountability rather than simply a documentation exercise. He called for an academic environment where quality becomes an integral part of everyday teaching, learning and institutional decision-making.
Dr Malik Jahan Khan, Associate Professor of Computer Science at the Lahore University of Management Sciences (LUMS), is serving as the resource person for the programme. Through interactive sessions and practical activities, he is guiding faculty members in rethinking the learning ecosystem, developing outcome-based academic practices and understanding key aspects of NCEAC accreditation readiness.
Dr Shagufta Andaleeb, Director, Division of Science and Technology, attended the inaugural session as Guest of Honour.
Speaking at the occasion, Dr Naima Qureshi, Director, Center for Lifelong Learning and Leadership (CL3), said the programme had been designed to move academic quality from policy documents into actual classroom and programme-level practices.
She said the training provides faculty members with an opportunity to critically examine their existing teaching, learning and assessment practices while exploring innovative approaches to quality enhancement. She further highlighted the importance of translating OBE and CQI principles into meaningful academic practices to strengthen academic programmes and improve students’ learning experiences and outcomes.
Dr Naima Qureshi expressed confidence that the knowledge, practical insights and collaborative learning generated during the three-day programme would contribute to strengthening academic programmes and developing a sustainable culture of quality across the University.
With faculty members participating from seven cities of Punjab, the initiative also reflects UoE’s efforts to promote common academic standards and encourage cross-campus learning and collaboration.
The programme combines expert-led sessions, reflective discussions, practical learning activities and collaborative exercises, allowing faculty members to connect accreditation requirements with their everyday academic responsibilities.
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Through the initiative, the University of Education Lahore is reaffirming its commitment to moving beyond compliance and toward a culture of continuous academic improvement, where quality is reflected not only in accreditation outcomes but also in stronger academic programmes, better teaching practices and meaningful learning outcomes for students.
