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Program Evaluator Regional Trainings
February 2026
NCEAC 8th Program Evaluators (PE) Regional Training Workshop, Lahore
Venue: Qarshi University, Lahore
The 8th NCEAC Program Evaluators (PE) Regional Training Workshopwas successfully conducted at Qarshi University, Lahore on February 11, 2026, with the objective of strengthening evaluators’ understanding and ensuring uniform implementation of accreditation standards across institutions.
The workshop was chaired by Prof. Dr. Shafay Shamail, Chairman NCEAC, and presented by Prof. Dr. Muhammad Ali Maud, Professor, University of Engineering and Technology (UET), Lahore.
The Resource Person delivered a comprehensive and insightful presentation covering the NCEAC accreditation framework, Outcome-Based Education (OBE) principles, evaluation methodologies, SAR review mechanisms, and the practical application of accreditation criteria. Particular emphasis was placed on the interpretation of performance indicators, assessment rubrics, and evidence-based evaluationto ensure transparency and consistency in accreditation decisions.
The workshop provided hands-on learning opportunitiesthrough scenario-based discussions and practical case analyses, enabling evaluators to apply accreditation criteria in real-world contexts.
Overall, the Lahore workshop concluded on a highly positive note, reaffirming the collective commitment of evaluators and institutions toward continuous quality improvement, transparent accreditation practices, and the development of competent, industry-ready computing graduates in accordance with national and international standards.
January 2026
NCEAC 8th Program Evaluators (PE) Regional Training Workshop, Islamabad
Venue: Margala Hotel, Islamabad
The NCEAC 8th Program Evaluators (PE) Regional Training Workshop was successfully conducted in Islamabad on January 7, 2026, bringing together Program Evaluators from universities across the region. The full-day workshop aimed to strengthen evaluators’ understanding of NCEAC and ABET accreditation frameworks, with a particular focus on Outcome-Based Education (OBE) and the practical application of accreditation criteria through real-world scenarios.
The workshop was chaired by Prof. Dr. Shafay Shamail, Chairman NCEAC, with Prof. Dr. Shoab A. Khan, Chancellor, Sir Syed CASE Institute of IT, Islamabad, serving as the Resource Person. The resource person delivered an insightful presentation covering accreditation standards, evaluation methodologies, assessment rubrics, and best practices for aligning NCEAC criteria with ABET requirements.
An engaging and thoughtful discussion emerged around the quality of graduates produced by higher education institutions, highlighting the shared responsibility of both individuals and institutions in developing competent and industry-ready professionals. While personal motivation was recognized as an important factor, participants collectively emphasized the critical role of universities in fostering academic environments that promote learning, innovation, and excellence.
Over nearly eight hours of interactive sessions, participants engaged in in-depth discussions on evaluation rubrics, accreditation processes, and proposed enhancements to further harmonize NCEAC standards with ABET benchmarks. Hands-on case-study-based exercises enabled evaluators to assess sample programs, providing valuable real-time experience.
The workshop concluded with a strong consensus on the need for greater institutional commitment and purposeful academic collaboration to strengthen quality assurance mechanisms and prepare future-ready IT graduates in line with national and international standards.
December 2025
NCEAC 8th Program Evaluators Regional Training Workshop, Karachi
Venue:Ramada Plaza, Karachi
The 8th NCEAC Program Evaluators Regional Training Workshop was successfully held in Karachi on December 19, 2025, aimed at enhancing the understanding and ensuring the consistent implementation of accreditation policies among program evaluators. The workshop was chaired by Prof. Dr. Shafay Shamail, Chairman NCEAC, with Prof. Dr. Zubair A. Shaikh, President, Muhammad Ali Jinnah University, serving as the Resource Person.
The resource person delivered a comprehensive presentation covering an overview of the NCEAC accreditation framework, revised manual, standards and procedures, the HEC–NCEAC approved Computing Curriculum 2025, accreditation criteria, SAR preparation guidelines, and the practical aspects of program evaluation, including reporting mechanisms and marking schemes.
During interactive discussions, participants raised several critical issues, including ambiguity in eligibility criteria, particularly regarding the transition from Associate Degree Programs to BS Computer Science. Concerns were also highlighted about the rapid increase in specializations, their alignment with degree titles, and the need to clearly define acceptable specializations and elective limits.
Further discussions focused on certification programs integrated within degree programs, evaluation of internships, and the assessment ofcapstone or final-year projects. Participants emphasized the need for explicit guidelines andstandardized rubrics, particularly forcomplex problem-solving and design-oriented outcomes.
Clarifications were also sought regarding faculty eligibility, especially for faculty transitioning from engineering or non-computing backgrounds. It was emphasized that core computing courses must be taught by core computing faculty, supported by structured faculty development programs. Additionally, it was reiterated that morning and evening programsare to be treated as full-time programs, requiring equivalent facilities and academic support.
Overall, participants stressed the importance of clear, written NCEAC guidelines to ensure uniform interpretation and consistent implementation of accreditation policies across institutions. The workshop concluded with a shared commitment to strengthening quality assurance and accreditation practices in computing education nationwide.
November 2025
NCEAC 8th Program Evaluators Regional Training Workshop, Peshawar
Venue:HEC regional center, Peshawar
The 8th NCEAC Program Evaluators Regional Training Workshop was successfully held in Peshawar with the objective of enhancing evaluators’ understanding and ensuring the consistent implementation of accreditation policies across institutions.
The workshop was chaired and presented by Prof.Dr. Jamil Ahmad. Vice Chancellor Abdul Wali Khan University, Mardan.
The Resource Person delivered an insightful presentation covering accreditation standards and best practices for aligning NCEAC criteria with Seoul Accord requirements.
A thoughtful discussion emerged around the quality of graduates produced by higher education institutions, emphasizing the shared responsibility of both individuals and institutions in developing competent and industry-ready professionals. While personal motivation was acknowledged as important, participants strongly highlighted the critical role of universities in fostering academic excellence.
Overall, the workshop concluded on a highly positive note, reinforcing the importance of transparent evaluation practices, outcome-based education, and continuous quality enhancement. Participants appreciated the interactive sessions and practical insights shared, which strengthened their capacity to effectively implement NCEAC accreditation standards. The workshop successfully fostered a collaborative learning environment and reaffirmed the collective commitment of evaluators and institutions toward maintaining and improving the quality of higher education in the region
August 2025
NCEAC 8th Program Evaluators Regional Training Workshop, Quetta
Venue:BUITEMS Quetta
Venue: BUITEMS Quetta
A total of 35 faculty members from universities in Quetta and 10 participants from the industry based in Quetta took part in the workshop. Faculty members shared their experiences in teaching programming courses, while industry representatives provided insights into local industry needs and future directions. The discussion focused on the following key points:
- Developed algorithmic thinking to students.
- Role of AI in programming education is important.
- Labs should be upgraded for students for effective learning.
- Effective use of programming environments in universities.
- Provide real-world problem-solving experiences through internships and industry partnerships.
- Align curricula with industry needs.
- Start with beginner-friendly languages like Java scripting, Next Js, Python.
- Integrate AI tools like GitHub Copilot.
- Teach essential tools like GitHub, Jira, and Docker.
- Foster collaboration through pair programming and group projects.
- Offer mentorship programs to bridge the gap between students and industry professionals.
Phase 1: Meta AI Training
11-12, Sep 2025
Venue: HEC regional center, Islamabad
We are pleased to share that the Meta Master Trainer Program, delivered by Meta representative Atomcamp and led by Dr. Naveed Iftikhar & Dr. Shoab A. Khan, was successfully completed on 11–12 September 2025 at Smart Classroom, HEC H-8/1, Islamabad. This achievement was made possible through the collaboration of NCEAC, aligning the program with national computing education priorities and strengthening faculty development. As a result, 30 Master Trainers from across Pakistan have been prepared to conduct nationwide workshops, introducing Generative AI into classrooms and expanding its impact across campuses.
This program is not just training—it is the beginning of a movement to shape the future of teaching and learning in Pakistan.
We extend our sincere gratitude to Meta, the Ministry of IT & Telecommunication, Pakistan Software Export Board (PSEB), Higher Education Commission (HEC), NCEAC, and atomcamp for making this vision a reality.
Phase 2: Meta Non-Technical Faculty Program
11-12, Sep 2025
AI-Ready Faculty Pilot Program (In Collaboration with NCEAC & Atomcamp)
The META Phase 2 Non-Technical Faculty Program,implemented in collaboration with the National Computing Education Accreditation Council (NCEAC) and Atomcamp, is a nationwide faculty capacity-building initiative aimed at empowering non-technical university faculty to responsibly integrate Artificial Intelligence into teaching, research, and academic management. The program focuses on AI fundamentals, prompt engineering, responsible and ethical AI use, educational applications, and no-code automation tools, tailored specifically for Pakistan’s higher education context.
Phase 1: Master Trainer Preparation
Prior to nationwide rollout, Phase 1 of the AI-Ready Faculty Pilot Program was conducted as a 2-day intensive training session in Islamabad on September 11–12, 2025. This phase was designed for Computer Science faculty, with the objective of preparing a national pool of Master Trainers. A total of 30 Master Trainers from across Pakistan were trained during Phase 1 and are now leading the delivery of Phase 2 workshops nationwide.
Phase 2: Program Implementation & Schedule
Phase 2 was implemented through 14 region-wise, 4-day workshops conducted from November to December 2025, ensuring broad geographic outreach and equitable participation across Pakistan. Each workshop was delivered by certified Master Trainers and hosted 25 participants.
Region-Wise Training Schedule:
- Islamabad
- November 3–6, 2025
- November 10–13, 2025
- Peshawar
- November 10–13, 2025
- Karachi
- November 17–20, 2025
- November 24–27, 2025
- December 1–4, 2025
- December 8–11, 2025
- December 15–18, 2025
- Quetta
- November 17–20, 2025
- Gilgit-Baltistan (GB)
- November 24–27, 2025
- Azad Jammu & Kashmir (AJK)
- December 1–4, 2025
- Lahore
- December 1–4, 2025
- December 8–11, 2025
- December 15–18, 2025
Participation & National Coverage
A total of 350 non-technical faculty members from universities and degree-awarding institutions across Pakistan participated in Phase 2 of the program. The region-wise delivery model ensured inclusive national coverage , strengthened institutional readiness for AI adoption, and fostered a community of AI-ready educators across all provinces and regions.
Role of NCEAC & Atomcamp
- NCEAC played a central role in coordination, outreach, and institutional engagement, ensuring alignment with national higher education quality assurance and faculty development objectives.
- Atomcamp, as the implementation and training partner, contributed expert facilitators, hands-on learning design, and industry-aligned AI content delivery.
Through this collaborative initiative, META, NCEAC, and Atomcamp have collectively advanced responsible AI adoption, enhanced teaching and learning practices, and supported the digital transformation of Pakistan’s higher education sector.
Industry and Academia Rendezvous
April 2025
Venue: Mountain View Tech Park, Quetta
A total of 35 faculty members from universities in Quetta and 10 participants from the industry based in Quetta took part in the workshop. Faculty members shared their experiences in teaching programming courses, while industry representatives provided insights into local industry needs and future directions. The discussion focused on the following key points:
- Developed algorithmic thinking to students.
- Role of AI in programming education is important
- Labs should be upgraded for students for effective learning
- Effective use of programming environments in universities.
- Provide real-world problem-solving experiences through internships and industry partnerships.
- Align curricula with industry needs.
- Start with beginner-friendly languages like Java scripting, Next Js, Python.
- Integrate AI tools like GitHub Copilot.
- Teach essential tools like GitHub, Jira, and Docker.
- Foster collaboration through pair programming and group projects
- Offer mentorship programs to bridge the gap between students and industry professionals.
April 2025
Venue: HEC regional center, Peshawar
A total of 16 faculty members from universities in Peshawar and 4 participants from the industry based in Peshawar took part in the workshop. Faculty members shared their experiences in teaching programming courses, while industry representatives provided insights into local industry needs and future directions. The discussion focused on the following key points:
Pedagogy of teaching programming courses
- Use of tools and technologies to enhance user experience.
- Use of tools and technologies to improve the skills of the students as well as faculty.
- Inviting people from industry to share their experiences.
- Engage industry for class as well as senior projects.
Curriculum Framework and Reform
- Align curriculum with industrial demands and international standards.
- Industry input to guide curriculum updates.
- Considering integration of certifications (e.g., Coursera) into electives.
- Faculty training in understanding and implementation of curriculum.
Technology & Infrastructure Gaps
- Address digital divide and poor Internet/connectivity in remote areas.
- Propose at least one high-tech computing lab per university by 2025.
- Use government-backed projects (e.g., HEDP) for lab setup.
- Free or subsidized access to essential software (MATLAB, ERP, etc.).
- Promote shared access models and cloud-based resources.
Innovation and Product-Oriented Research
- Push for incubator culture in computing institutions.
- At least one incubator per institution within 2-3 years.
- Encourage universities to develop local IT products to reduce dependency on expensive foreign subscriptions (e.g., ICI example).
Quality & Accreditation Standards
- Strengthen accreditation through self-assessment, cluster models, and simplified processes.
- Promote OBE (Outcome-Based Education).
- Address challenges with unqualified colleges offering CS programs-such as faculty qualifications (e.g., PhD requirement).
Industry-Academia Linkages
- Emphasize local industry collaboration for real-world relevance and involve experienced people from industry as visiting industry teachers and professors of practice.
- Encourage mentorship and curriculum alignment with industry demands.
- Engage with industry to provide internships to students.
- Seek options for faculty placement in industry for their upskilling.
Policy & Implementation Challenges
- Funding remains a core issue; PC-1 process is slow.
- Training programs should be developed for faculty members to equip them with the latest pedagogical as well as technical skills.
Jan 2025
Venue: HEC, LI Hall, Islamabad
A total of 14 faculty members from universities in Islamabad and 4 participants from the industry based in Islamabad took part in the workshop. Faculty members shared their experiences in teaching programming courses, while industry representatives provided insights into local industry needs and future directions. The discussion focused on the following key points:
- Best pedagogical approaches for teaching programming should be adopted in institutions.
- Develop algorithmic thinking in students.
- Role of AI in programming education is important.
- Labs should be upgraded for students for effective learning.
- Effective use of programming environments in universities.
- The Higher Education Commission (HEC) should establish a policy regarding salary packages for industry professionals who teach at universities.
- Training programs should be developed for faculty members to equip them with the skills to train teachers in programming and AI.
- Provide real-world problem-solving experiences through internships and industry partnerships.
July 2024
Venue: Qarshi University, Lahore
A total of 30 faculty members from universities in Lahore and 15 participants from the industry based in Lahore took part in the workshop. Faculty members shared their experiences in teaching programming courses, while industry representatives provided insights into local industry needs and future directions. The discussion focused on the following key points:
- Introduce Python or JavaScript as the first programming language to emphasize problem-solving over syntax.
- Encourage the use of generative AI tools like ChatGPT for code generation and debugging, with human oversight for refinement.
- Integrate GitHub, Slack, and Scrum into classroom projects to expose students to industry tools and collaboration practices.
- Align curriculum with real-world applications, including case studies and industry-relevant frameworks.
- Incorporate coding challenges from HackerRank, CodeChef, LeetCode, and CodeForces into the curriculum to focus on problem-solving skills.
- Utilize platforms like Moss for plagiarism checking to ensure originality and maintain academic integrity.
- Use Raptor or similar tools to help students visualize and understand code logic early in the course.
- Introduce debuggers as early as possible in the curriculum to teach students effective troubleshooting techniques.
- Pair inexperienced teachers with industry professionals for mentorship and curriculum design support.
- Organize coding competitions and workshops to reinforce the focus on problem-solving as emphasized by Dr. Aksam.
- Ensure teachers are actively involved in lab work to improve practical teaching quality.
June 2024
Venue: MAJU, Karachi
A total of 14 faculty members from universities in Karachi and 6 participants from the industry based in Karachi took part in the workshop. Faculty members shared their experiences in teaching programming courses, while industry representatives provided insights into local industry needs and future directions. The discussion focused on the following key points:
- Align curricula with industry needs.
- Use active learning and project-based tasks.
- Prioritize algorithmic thinking with coding challenges.
- Start with beginner-friendly languages like JavaScript and Python.
- Integrate AI tools like GitHub Copilot into teaching and learning workflows.
- Teach essential tools like GitHub, Jira, and Docker to prepare students for real-world projects.
- Foster collaboration through pair programming and group projects.
- Encourage continuous learning through coding competitions and hackathons.
- Offer mentorship programs to bridge the gap between students and industry professionals.
OBE based trainings
23 April 2019
Venue: HEC regional center, Peshawar
A total of 15 faculty members from universities in Peshawar took part in the workshop. Faculty members shared their experiences in teaching programming courses. The discussion focused on the following key point:
International Accreditation for Computing Programs
- Seoul Accord.
- Membership & Monitoring Procedures.
- Seoul Accord Graduate Attributes & guiding principles.
- Outcomes Based Education
- Continuous Quality Improvement in OBE
- Three Domains in Bloom's Taxonomy
- Designing Course Learning Outcomes (CLOs)
- Mapping of Course Learning Outcomes on Program Learning Objectives
- Transition from Current NCEAC Accreditation to Outcome Based Accreditation
8 April 2019
Venue: HEC regional center, Karachi
A total of 18 faculty members from universities in Karachi took part in the workshop. Faculty members shared their experiences in teaching programming courses. The discussion focused on the following key point:
- International Accreditation for Computing Programs
- Seoul Accord.
- Membership & Monitoring Procedures.
- Seoul Accord Graduate Attributes & guiding principles.
- Outcomes Based Education
- Continuous Quality Improvement in OBE
- Three Domains in Bloom's Taxonomy
- Designing Course Learning Outcomes (CLOs)
- Mapping of Course Learning Outcomes on Program Learning Objectives
- Transition from Current NCEAC Accreditation to Outcome Based Accreditation
30 March 2019
Venue: HEC regional center, Lahore
A total of 17 faculty members from universities in Lahore took part in the workshop. Faculty members shared their experiences in teaching programming courses. The discussion focused on the following key point:
- International Accreditation for Computing Programs
- Seoul Accord.
- Membership & Monitoring Procedures.
- Seoul Accord Graduate Attributes & guiding principles.
- Outcomes Based Education
- Continuous Quality Improvement in OBE
- Three Domains in Bloom's Taxonomy
- Designing Course Learning Outcomes (CLOs)
- Mapping of Course Learning Outcomes on Program Learning Objectives
- Transition from Current NCEAC Accreditation to Outcome Based Accreditation
25 March 2019
Venue: HEC, LI Hall, Islamabad
A total of 18 faculty members from universities in Islamabad took part in the workshop. Faculty members shared their experiences in teaching programming courses. The discussion focused on the following key point:
- International Accreditation for Computing Programs
- Seoul Accord.
- Membership & Monitoring Procedures.
- Seoul Accord Graduate Attributes & guiding principles.
- Outcomes Based Education
- Continuous Quality Improvement in OBE
- Three Domains in Bloom's Taxonomy
- Designing Course Learning Outcomes (CLOs)
- Mapping of Course Learning Outcomes on Program Learning Objectives
- Transition from Current NCEAC Accreditation to Outcome Based Accreditation