With the rapid global revolution in the knowledge-based economy, educational achievement is a very imperative factor. Educational standards are the primary responsibility of individual institutions of any higher education.

However, institutions must develop and enforce their standards with reference to the policies administered by government agencies, the requirements of accrediting agencies, the expectations of professional associations, the needs of employers, and the practices of peer institutions.

Amidst these ambitious goals, one of them intentionally aimed at “ensuring inclusive and equitable education and promote lifelong learning opportunities for all” leading quality education by 2030. Other agencies; The OECD (Education 2030) and World Bank also brought about diverse strategies and trends on homogeneity of education dealing with the reality of education system in a nutshell.

QAQF’s standard for Excellence in Education focuses on elements essential to establishing and maintaining an outstanding institution, categories of excellences (see below) and department or programme. The masterpiece of QAQF’s standard for excellence is built around the integration of approaches to assessment, planning and improvement relating to specific classifications. It draws on elements from management audits, disciplinary reviews and strategic planning to provide a generic model broadly applicable across all functions and levels of an institution.

The following evaluation areas are used to de ne excellence in higher education:

1. Self-regulation Excellence (leadership, purposes, plans etc)
2. Academic evaluation excellence
3. General excellence evaluation
4. Administrative Excellence
5. Faculty Resource Excellence
6. Resilience Excellence
7. Creativity Excellence
8. Value Excellence

QAQF’s standards for Excellence in Education provides a structured guide for reviewing each of above eight (8) outlined areas as they are functioning elements within an educational institution, department or program constantly. Evaluation of the above 1–8 areas are fundamental building blocks in any active organisation.

This model can be beneficial to many educational institutions both private and public or university as well as the model can be used by individual administrative, service and student life organisations. It can also be used to monitor various institutions at their level of academic departments and among programs within the institution.