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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

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Framework implementation programme accreditation

Framework implementation & programme accreditation

7 June 2007

by Axel Aerden

International Policy Advisor


I competence based education
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


I competence based education1
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


Ii nvao s scope of work
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


Iii nvao s procedures methodologies
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


Iii learning outcomes based accreditation
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


    Iii learning outcomes based accreditation1
    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


    Thank you

    More information:

    http://www.nvao.net

    Framework implementation & programme accreditation | 8


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