1 / 8

Framework implementation & programme accreditation

Framework implementation & programme accreditation. 7 June 2007 by Axel Aerden International Policy Advisor. I. Competence-based education. Development from input to output (1/2)  From “teaching” to “learning” View of the educational process

helene
Download Presentation

Framework implementation & programme accreditation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Framework implementation & programme accreditation 7 June 2007 by Axel Aerden International Policy Advisor

  2. I. Competence-based education • Development from input to output (1/2) From “teaching” to “learning” • View of the educational process I: Education is an input-based process expressed in workload and length of studies (hrs, sem, years) O: Education is an output-based process expressed in the competences (to be) achieved by the learner • View of the employer: I: What has a graduate been taught? Which diploma does s/he have? O: What can a graduate do? Which competences can this graduate bring to my company/organisation? Framework implementation & programme accreditation | 2

  3. I. Competence-based education • From input to output (2/2) • View of the professor: I: What do I want to teach? O: What do they have to know and be able to do (in my discipline/specialisation, in the labour market)? • View on the degree I: Proof of participation and successful completion of a programme O: Recognition of achieved learning outcomes Framework implementation & programme accreditation | 3

  4. II. NVAO’s scope of work • Recognition of new higher education institutions • Initial accreditation • (new) programmes that want to offer a recognised degree • Accreditation • programmes that already offer a recognised degree • all bachelor and master’s programmes • Publication of assessed programmes (online database) and recognised degrees (FL) • Internationalisation Framework implementation & programme accreditation | 4

  5. III. NVAO’s procedures & methodologies  (Initial) accreditation frameworks • Assessment framework • Themes • Standards • Criteria • Assessment rules • Evaluation criteria  Focus on learning outcomes Framework implementation & programme accreditation | 5

  6. III. Learning outcomes based accreditation • Intended learning outcomes • Generic learning outcomes (~Dublin descriptors) • Subject-/discipline-specific learning outcomes • Orientation • Potential learning outcomes • Curriculum • correspondence with intended learning outcomes • ‘Input’ elements (staff, facilities) • Achieved learning outcomes • Methodology of student assessments • Evaluation of actual students’ work Framework implementation & programme accreditation | 6

  7. III. Learning outcomes based accreditation • Accreditation decision • Identification of level, subject/discipline and orientation • In line with what is (inter)nationally accepted for a programme of this level and in this subject/discipline • Summary of the assessment • Focus on generic quality The programme actually offers what it promises Framework implementation & programme accreditation | 7

  8. Thank you More information: http://www.nvao.net Framework implementation & programme accreditation | 8

More Related