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This paper aims to identify the most important modern trends in the academic accreditation of higher education institutions in order to benefit from these trends in Egypt. Therefore, the theoretical and theoretical framework of accreditation was discussed, represented Its concept, philosophy and procedures. The modern trends in academic accreditation which Supports the independence of universities and calls for innovation like self-accreditation, and Six Sigma, which calls for the application of accurate measures to identify the most important errors that impede the achievement of the objectives of the institution and the establishment of these errors at the minimum, and the trend towards intensification and integration of accreditation standards and This paper recommended that a certain philosophy of accreditation should be established: a suitable reward for accredited institutions, and the use of the self-reliance system to distinguish higher education institutions that meet a certain level of achievement of performance standards For example, more than 80% of all standards), relying on accurate and standardized measures to measure the return of the quality assurance system. [ABSTRACT FROM AUTHOR]

This paper studies the relationships among academic procrastination, cognitive failure, and life stress in a sample of faculty of Education students. In addition, gender differences were explored across academic procrastination, cognitive failure, and life stress. The sample consisted of 300 fourth-year undergraduate students from the College of Education of Kafrelsheikh University in Egypt, (150) males and 150 females at the mean (21.92) years old, and standard deviation (2.32) during the 2017/2018 academic year. Measures used include Academic Procrastination, Cognitive Failure, and Life Stress scales created by the researcher. By using the appropriate statistical methods to analyze the data, positive statistically significant relationships among academic procrastination, cognitive failure, as well as life stress were found. In addition, male students reported statistically significantly higher levels of all three variables. Implications for teaching and learning in higher education are discussed. [ABSTRACT FROM AUTHOR]