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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. Development from input to output (1/2)  From “teaching” to “learning” View of the educational process

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Framework implementation & programme accreditation

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  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

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