Development of data-driven web-based system for regional programme accreditation: a case study of the inter-university council for East Africa (IUCEA)

Abstract

In response to evolving regional program accreditation requirements, a user-centric Regional Program Accreditation System (RPAS) was meticulously designed to cater to the diverse needs of accreditation bodies, educational institutions, and expert reviewers. The development journey commenced with an extensive requirement-gathering phase, engaging end-users to shape the system's design and functionality. RPAS was built using cutting-edge technologies, including ReactJs, Django, API integration, Tailwind CSS, and MySQL, ensuring scalability, security, and flexibility. Agile methodologies, particularly Extreme Programming (XP), were embraced, enabling expedited development and fostering close collaboration, ensuring adaptability to users' evolving needs. The RPAS streamlines the accreditation process with a user-friendly interface and real-time collaboration features, thereby enhancing transparency and operational efficiency. To guarantee data security, reliable authentication procedures to guarantee data security, reliable authentication procedures have been implemented. Additional user-friendly features, such as night mode, QR code-based certificate verification, and automated notifications, were introduced for convenience. The project prioritized user training and support, data privacy, and seamless user feedback integration to make RPAS an intuitive and responsive tool. It is noteworthy that the Rasch model was utilized in the development of a similar system, but its application was limited to primary and secondary schools in Indonesia. These enhancements further empower RPAS, making it a valuable tool for streamlining accreditation processes and contributing to the elevation of program quality and educational excellence in the region. The RPAS represents a significant advancement in the accreditation landscape, offering an integrated, user-centric solution that addresses the unique needs of all stakeholders involved in the accreditation process. Its potential for further improvements makes it a promising instrument for the future of educational quality assurance in the region.