Framework implementation programme accreditation 7 June 2007 by

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 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 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 - 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 (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 - 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 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: information http: //www. nvao. net Framework implementation & programme accreditation | 8