Evaluation of three vocational degree programmes in Norway. Summary

Size: px
Start display at page:

Download "Evaluation of three vocational degree programmes in Norway. Summary"

Transcription

1 Evaluation of three vocational degree programmes in Norway. Summary Astrid Børsheim, 2011 Programme evaluation background and processes In the years , NOKUT, the Norwegian Agency for Quality Assurance in Education was tasked by the Norwegian Ministry of Education and Research with evaluating three entire higher education programmes: primary and lower secondary school teacher training, engineering degree programmes and preschool teacher training i. The evaluations were conducted under NOKUT's brief to carry out evaluations that may help assess the quality of higher education 1. NOKUT's other remits include regular audits of Norwegian educational institutions' quality assurance systems, accreditation of study programmes/institutions and revisions of previous accreditations (reaccreditation). While the accreditation procedure is prescribed by the standards in NOKUT's regulations, programme evaluations are based on specific criteria in each case. For these three evaluations criteria were developed from commissioning letters from the Ministry. The objective for the programme evaluations was in all instances "to obtain the best possible basis of knowledge for enhancing the quality of the study programme". The evaluations were to be based on data on recruitment, intake quality, student inputs and study outcomes, graduate and ECTS credits production, educational quality, R&D and faculty competencies, academic quality, governance and management and the relevance of the study programmes. This means that all key inputs influencing the quality of the programmes had to be documented and assessed. All the programmes lead to vocational qualifications which are regulated by national curriculum guidelines, and the relationship between guidelines and programme curricula was therefore necessarily a key element of all the assessments. A traditional evaluation model was employed in all the evaluations with self-evaluation performed by the institutions, followed by supplementary data collection during institution visits where relevant actors were interviewed in groups. In order to shed light on certain issues from multiple perspectives, all the evaluations also comprise surveys of various types. For example, in the evaluation of the engineering degree programme, studies were made to map the nature and scope of the programmes' coordination with the labour market and of employers' views of graduate competencies. In the preschool teacher training evaluation a number of studies were carried out which shed light on the interaction between the institutions and professional practice from a number of perspectives. In the evaluation of teacher training, a reassessment of undergraduate exam papers was performed which, among other things, yielded information about the institutions' use of the new grading scale introduced a couple of years previously. NOKUT's evaluations are carried out by external expert committees. The committees are responsible for the conclusions and recommendations presented in the reports.

2 NOKUT's programme evaluations - findings All of the evaluations drew the conclusion that there was a need for stronger state control and increased implementation of key instruments to remedy deficiencies in the programmes. Weak R&D and relatively weak academic competencies among faculty benchmarked against NOKUT criteria for accreditation of bachelor degree programmes was a recurrent problem. In extension of this, questions were raised concerning the capacity for providing research-based teaching on many of the programmes. The recruitment of students and to some extent also the recruitment of teaching staff also emerged as a problem for these vocational study programmes, in spite of the fact that the high demand on the labour market for primary and lower secondary school teachers, engineers and preschool teachers ensures students of employment after graduation. The dropout rate was high for all the programmes. The completion rate within the stipulated duration of study was relatively low for the engineering and primary and lower secondary school teacher training programmes, but high for the preschool teacher training programmes, which however had the lowest intake quality. It emerged that relatively comprehensive national curriculum guidelines were not sufficient to ensure that the programmes were up to date and relevant. A good deal of advice was therefore given on how to achieve improved interaction with the given field of practice, among other things in order to ensure that the programme providers stay abreast of trends in society as a basis for the advancement of the disciplines and relevant R&D. In this chapter, we summarise some of the findings from each of the three programme evaluations under the captions of supervision and management; students and study outcomes; content and relevance; and competencies. Supervision and management All the evaluations concluded that there is a need for stronger state supervision and implementation of instruments, but for different reasons and by different means. Nationally and regionally, the dimensioning of the degree programme must be reassessed, for example, in the form of improved work sharing and programme promotion among the institutions. Management at institutional level needs to assume responsibility for securing resources for R&D and academic excellence. The complexity and societal significance of teacher training requires that supervision and management at institutional level and programme level be clarified and effective. There is a need for better administrative and study-administrative surveys and followup systems. Agreements with and concerning the field of professional practice should result in better information for all stakeholders. Data on the students' study outcomes are inadequate as a basis for measures and improvements. It should be possible to generate supervision data of this nature through the quality assurance systems and national statistics. In order to strengthen the many small-scale and fragmented teaching and research communities, activities on some engineering programmes should be coordinated at the national level. Such coordination might apply to research, master's degree programmes, teaching and administrative resources, equipment, benchmarking and programme development.

3 The institutions need to develop targets and earmark resources for internationalisation. Arrangements must be made to facilitate staff and student exchanges. The standing of the degree programme needs to be raised, both nationally and within the individual institution, not least in order to secure sufficient resources for running and enhancing the programmes. This requires, for example, that the heads of institutions assume a more prominent role and take responsibility for the degree. Alignment with professional practice must be guaranteed on the programmes through management and administrative structures, independently of the internal organisation of the individual programme. A majority of the experts propose that pilots be launched of a five-year preschool teacher training programme, a minority hold that the degree should be redesigned from scratch and immediately turned into a five-year programme. Students and study outcomes Any qualified applicant may obtain admission to these three vocational degree programmes. Only in the larger cities and for the more coveted programme variants are there any competition for places. The situation for the engineering and preschool teacher training programmes in particular is that they tend in various ways to adjust their programmes and establish new ones in order to attract new applicant categories. There is a shortage of both engineers and preschool teachers, which makes it difficult to conclude that the programmes suffer from overcapacity. Nonetheless, for both the engineering and preschool teacher training programmes, the small size of certain teaching communities was mentioned as a possible quality problem. The introduction of grade requirements for admission has raised the quality of student intake and has not reduced the application rate. The dropout rate at an early stage on the programmes is high and retention is low despite good applicant/satisfactory intake quality. There is a need to increase the students academic effort on the programme, for example, by raising the level of required work effort by the students. Given the objective of achieving increased recruitment of students to engineering programmes, measures should be implemented at national level to stimulate greater interest in science and technology in lower and upper secondary schools. The commitment to admitting categories of students with non-standard qualifications (vocational college + work experience) should be allowed to continue, but must be quality assured. Pilots should be launched with grade requirements in mathematics for admissions. Recruitment activities should be intensified, among other things with the aim of achieving higher intake quality but also in the interests of recruiting more male students to the programmes. Retention rates are good for this degree, although students devote little time to their studies. The degree could be made more efficient by, for example, imposing stricter demands concerning the students work effort. Although intake quality and study effort are low, completion rates are far higher than among students taking comparable vocational degrees.

4 The problem of procuring enough qualified preschool teachers to some extent overshadows other pertinent issues. Consequently, the report does not discuss at any length the problem that this vocational education recruits the weakest students but awards degrees to graduates within the stipulated study duration. The question is whether this will be perceived as an indication that the academic standard of the preschool teacher training programmes may in fact be sub-standard. A failure to point at this feature may have serious consequences: low academic demands do not serve to raise the status of the education or the profession. Content and relevance The Ministry was recommended to draw up new curriculum guidelines for all three types of programmes. However, the advice of the experts suggests that the existing guidelines have not represented any form of guarantee that the programmes would be kept up to date. All the study programmes were found to have relevance problems. Both of the teacher training degrees received comments concerning the cohesion and consistency of the educational programmes. For these programmes, the fact that their professional alignment can be called into question is a serious matter. The curriculum guidelines must ensure that the societal orientation of the programmes, including a focus on the multicultural dimension, is better accommodated. The didactical component needs to be strengthened in the programmes and the function and position of pedagogics needs to be clarified. Academic fragmentation and a lack of correspondence and connections between practice, studies and teaching theory pose a threat to the professional alignment of the education. The curriculum guidelines definition of key competency areas should form the core of the professional alignment and feature more prominently in the programmes. Providing a solid qualification for teaching children from grade 1 to 10 poses a challenge. The flexibility for allowing for specialisation within the current guidelines, for example in relation to teaching specific age groups, has scarcely been made use of. Alliances with research should familiarise students with research methods and develop their ability for critical reflection. The engineering degrees should be updated in step with technological advances. Such updates should be governed by national trends rather than needs in local business and industry. Although the engineering programmes' contacts with business and industry are consistently extensive and satisfactory, more should be done to facilitate contact between the students and relevant industrial employers (project assignments, summer jobs and so forth). Internationalisation should contribute to quality improvements and to making the degree programmes relevant for further studies and employment. A newly qualified engineer with average grades may be academically proficient, but lacking in familiarity with communication and interdisciplinarity. Efforts to describe learning outcomes should be intensified. The degree programmes must go further in incorporating changes in society and today's preschools, among other things, by intensifying their focus on an increasing proportion of young children and greater numbers of children with differing cultural

5 backgrounds in preschools. Some of the programmes evaluated need to carry out a review of their methods in order to achieve better connections between the academic and practice arenas. There should be a requirement for a bachelor's assignment for preschool teacher training also. New curriculum guidelines must ensure that preschool teacher training meets the competency requirements of today's preschools. Graduates of different types of part-time training must be assured to obtain the same competencies as graduates of full-time programmes. Competencies Evaluations of the engineering degree programmes and preschool teacher training indicated that the competencies among faculty were sub-standard at many institutions. Although a high percentage of faculty were associate professors or higher, there was no guarantee that they were actually assigned to teaching tasks. The experts held that the institutions and government authorities share the responsibility for procuring sufficient resources for raising the competency level of teaching staff and researchers. In all three evaluations, questions were raised concerning the majority of the programmes' interpretation of the term research-based teaching, which is required by the law governing higher education, and the extent to which the teaching in the programmes could be called 'research-based'. The research affiliation of the programmes must be strengthened and the research must be linked more closely with the experience areas of lower secondary school education. At least 50% of R&D funding should be allocated to subjects linked to the occupational field. There is a need for academic fora for discussions concerning the vocational concept, including pedagogics and didactics. Higher competency among faculty and more research are key preconditions for remedying deficiencies in research-based teaching on the programmes. Government authorities and the institutions themselves should make an effort to strengthen the research affiliation of the programmes. All faculty should be required to complete a course of 30 ECTS credits in teaching theory (engineering didactics) for the engineering degree. A course of this type should be devised at national level. At many institutions, efforts must be made to bring faculty competencies up to an acceptable level. Staff at associate professor level should be used more extensively for teaching. R&D activity generally and specifically in areas of significance for the programme must be stepped up, not least as a basis for assuring research-based teaching. Faculty expertise in today's preschools must be increased. Preschool staff, acting as practice instructors, must be given formal supervision competencies. Reports are available from each programme evaluation. All the reports are published in Norwegian on the NOKUT website (

Evaluation of engineering degree programmes in Norway 2008

Evaluation of engineering degree programmes in Norway 2008 Evaluation of engineering degree programmes in Norway 2008 Summary of key conclusions and recommendations NOKUTs rapporter ISSN [1501-9640] Foreword The evaluation of Norwegian degree programmes in engineering

More information

FACT SHEET. White Paper on Teacher Education The teacher the role and the education (Report to the Storting No. 11 (2008-2009)) Principal elements

FACT SHEET. White Paper on Teacher Education The teacher the role and the education (Report to the Storting No. 11 (2008-2009)) Principal elements FACT SHEET White Paper on Teacher Education The teacher the role and the education (Report to the Storting No. 11 (2008-2009)) Principal elements The Government is proposing a new teacher education programme

More information

8 Information on the national higher education system

8 Information on the national higher education system 8 Information on the national higher education system Higher education in Norway All public and private higher education in Norway is subject to Act No. 15 of 1 April 2005 relating to Universities and

More information

Programme description for PhD Programme in Educational Sciences for Teacher Education (180 ECTS credits) at Oslo and Akershus University College of

Programme description for PhD Programme in Educational Sciences for Teacher Education (180 ECTS credits) at Oslo and Akershus University College of Programme description for PhD Programme in Educational Sciences for Teacher Education (180 ECTS credits) at Oslo and Akershus University College of Applied Sciences Approved by the Oslo and Akershus University

More information

Evaluation of degree programs. Self-Evaluation Framework

Evaluation of degree programs. Self-Evaluation Framework Evaluation of degree programs Self-Evaluation Framework COVER, December 2009 FOREWORD UNIL's approach to quality emphasizes procedures based on reflection that encourage the faculties and units concerned

More information

Teacher Education for the Future

Teacher Education for the Future Teacher Education for the Future A Policy Document from the Union of Education Norway www.utdanningsforbundet.no Teacher education that emphasises knowledge and quality The education of teachers should

More information

Encouraging Quality in Early Childhood Education and Care (ECEC)

Encouraging Quality in Early Childhood Education and Care (ECEC) Encouraging Quality in Early Childhood Education and Care (ECEC) STRATEGIES TO TACKLE CHALLENGES IN IMPROVING WORKFORCE DEVELOPMENT AND WORKING CONDITIONS Challenge 1: Improving staff qualifications Qualifications

More information

PROGRAMME AND COURSE OUTLINE MASTER S PROGRAMME IN MULTICULTURAL AND INTERNATIONAL EDUCATION. 12O ECTS credits. The academic year 2013/2014

PROGRAMME AND COURSE OUTLINE MASTER S PROGRAMME IN MULTICULTURAL AND INTERNATIONAL EDUCATION. 12O ECTS credits. The academic year 2013/2014 PROGRAMME AND COURSE OUTLINE MASTER S PROGRAMME IN MULTICULTURAL AND INTERNATIONAL EDUCATION 12O ECTS credits The academic year 2013/2014 Oslo and Akershus University College of Applied Sciences Faculty

More information

Programme Plan for Primary Teacher Education, Years 1-7

Programme Plan for Primary Teacher Education, Years 1-7 Programme Plan for Primary Teacher Education, Years 1-7 This programme plan is based on National Curriculum Regulations for Differentiated Primary and Lower Secondary Teacher Education Programmes for Years

More information

GUIDE TO DEVELOPING AND RUNNING JOINT PROGRAMMES AT BACHELOR AND MASTER S LEVEL. - A template

GUIDE TO DEVELOPING AND RUNNING JOINT PROGRAMMES AT BACHELOR AND MASTER S LEVEL. - A template GUIDE TO DEVELOPING AND RUNNING JOINT PROGRAMMES AT BACHELOR AND MASTER S LEVEL - A template 1 Joint programmes are a rather new phenomenon for most European universities. The joint implementation of study

More information

Koroška cesta 160 2000 Maribor, Slovenia

Koroška cesta 160 2000 Maribor, Slovenia Koroška cesta 160 2000 Maribor, Slovenia UNIVERSITY OF MARIBOR FACULTY OF EDUCATION Koroška cesta 160, 2000 Maribor Phone: 02 22 93 600, fax: 02 22 93 760 http://www.pef.um.si/ Detailed information: Natalija

More information

National summary sheets on education system in Europe and ongoing reforms. 2009 Edition

National summary sheets on education system in Europe and ongoing reforms. 2009 Edition National summary sheets on education system in Europe and ongoing reforms 2009 Edition National summary sheets on education systems in Europe and ongoing reforms FINLAND AUGUST 2009 1. Education population

More information

Programme Study Plan

Programme Study Plan Faculty Board for Teacher Education Programme Study Plan Special Needs Training Programme Specialisation: Language, Writing and Reading Skills Specialisation: Mental and Intellectual Challenges Programme

More information

Age Starts at the age of 6 or 7 Duration 8 years in general (can be 4 or 6 years depending on the type of

Age Starts at the age of 6 or 7 Duration 8 years in general (can be 4 or 6 years depending on the type of HUNGARY Introduction The Hungarian educational system is one of the most decentralised educational systems in Europe. The administrative responsibilities are shared horizontally between the Hungarian Ministry

More information

The PhD programme in Economics and Business at NBMU School of Economics and Business. The programme consists of the following programme options:

The PhD programme in Economics and Business at NBMU School of Economics and Business. The programme consists of the following programme options: 1 ECONOMICS AND BUSINESS The Regulations for the Degree of Philosophiae Doctor (PhD) at the Norwegian University of Life Sciences apply for the PhD education. The regulations concern the objectives of,

More information

Teacher training - B. Ed. programme for primary and lower secondary

Teacher training - B. Ed. programme for primary and lower secondary Teacher training - B. Ed. programme for The objective of the B. Ed. Programme for school teachers is to train teachers for the school and to provide a basis for further training. With a view to their professionally

More information

Strategy of the Federal and Länder Ministers of Science. for the Internationalisation of the Higher Education Institutions.

Strategy of the Federal and Länder Ministers of Science. for the Internationalisation of the Higher Education Institutions. Strategy of the Federal and Länder Ministers of Science for the Internationalisation of the Higher Education Institutions in Germany (Resolution of the 18th Meeting of the Joint Science Conference in Berlin

More information

STRATEGIC PLAN 2015 2018

STRATEGIC PLAN 2015 2018 STRATEGIC PLAN 2015 2018 Content Strategic plan 2015 2018 International - Impact - Interaction Our Purpose Our Core Resources Our Core Values Our Aspirations Six Must Wins Means to Win Implementation 2

More information

DEGREE PROGRAMME IN INTERNATIONAL BUSINESS MANAGEMENT MASTER OF BUSINESS ADMINISTRATION PROGRAMME DESCRIPTION

DEGREE PROGRAMME IN INTERNATIONAL BUSINESS MANAGEMENT MASTER OF BUSINESS ADMINISTRATION PROGRAMME DESCRIPTION DEGREE PROGRAMME IN INTERNATIONAL BUSINESS MANAGEMENT MASTER OF BUSINESS ADMINISTRATION PROGRAMME DESCRIPTION 90 ECTS credits Duration of studies 2012-2015 Approved 23.12.2011 PROGRAMME DESCRIPTION 2(9)

More information

Joint model of vocationally oriented Master in Sport Professions Agreement by the SPEED Consortium members Elbasan, 17 May 2015 (Open access preview)

Joint model of vocationally oriented Master in Sport Professions Agreement by the SPEED Consortium members Elbasan, 17 May 2015 (Open access preview) Joint model of vocationally oriented Master in Sport Professions Agreement by the SPEED Consortium members Elbasan, 17 May 2015 (Open access preview) The academic partners of the SPEED project intend to

More information

How To Manage A Vet

How To Manage A Vet QUALITY MANAGEMENT RECOMMENDATION FOR VOCATIONAL EDUCATION AND TRAINING QUALITY MANAGEMENT RECOMMENDATION FOR VOCATIONAL EDUCATION AND TRAINING Authors and the Finnish National Board of Education ISBN

More information

Information identifying the holder of the qualification Family name(s): National identification: 2 Information identifying the qualification

Information identifying the holder of the qualification Family name(s): National identification: 2 Information identifying the qualification Diploma Supplement University of Bergen This Diploma Supplement model was developed by the European Commission, Council of Europe and UNESCO/CEPES. The purpose of the supplement is to provide sufficient

More information

Kidričeva cesta 55a 4000 Kranj, Slovenia

Kidričeva cesta 55a 4000 Kranj, Slovenia Kidričeva cesta 55a 4000 Kranj, Slovenia UNIVERSITY OF MARIBOR FACULTY OF ORGANIZATIONAL SCIENCES Kidričeva cesta 55 a, 4000 Kranj Phone: 04 23 74 200, fax: 04 23 74 299 Contact: Romana Lesjak (master's

More information

GENERAL INFORMATION STUDIES DEGREE PROGRAMME PERIOD OF EXECUTION 2014-2017 SCOPE DESCRIPTION LANGUAGE OF STUDY CODE DEGREE

GENERAL INFORMATION STUDIES DEGREE PROGRAMME PERIOD OF EXECUTION 2014-2017 SCOPE DESCRIPTION LANGUAGE OF STUDY CODE DEGREE Curriculum 1 (6) GENERAL INFORMATION DEGREE PROGRAMME PERIOD OF EXECUTION 2014-2017 SCOPE DESCRIPTION LANGUAGE OF STUDY CODE DEGREE Degree Programme in Logistics Engineering 240 ECTS The Degree Programme

More information

Decree on Accreditation of Universities of Applied Sciences. Adopted in the 27th meeting of the AQ Austria Board of 28 May 2015

Decree on Accreditation of Universities of Applied Sciences. Adopted in the 27th meeting of the AQ Austria Board of 28 May 2015 Decree on Accreditation of Universities of Applied Sciences Adopted in the 27th meeting of the AQ Austria Board of 28 May 2015 Pursuant to section 23 para. 5 of the Act on Quality Assurance in Higher Education

More information

Programme curriculum for THE MASTER S PROGRAMME IN POLITICAL SCIENCE, THE 2012 CURRICULUM, VALID FROM 1 SEPTEMBER 2015

Programme curriculum for THE MASTER S PROGRAMME IN POLITICAL SCIENCE, THE 2012 CURRICULUM, VALID FROM 1 SEPTEMBER 2015 1 Programme curriculum for THE MASTER S PROGRAMME IN POLITICAL SCIENCE, THE 2012 CURRICULUM, VALID FROM 1 SEPTEMBER 2015 Table of contents 1. Preamble... 3 2. Title and affiliation... 3 3. Objectives and

More information

Recommendation of the 14th General Meeting of the German Rectors' Conference (HRK) on 14 May 2013 in Nuremberg. Recommendations on Teacher Education

Recommendation of the 14th General Meeting of the German Rectors' Conference (HRK) on 14 May 2013 in Nuremberg. Recommendations on Teacher Education Recommendation of the 14th General Meeting of the German Rectors' Conference (HRK) on 14 May 2013 in Nuremberg Recommendations on Teacher Education A Introduction In view of existing and future challenges

More information

Criteria for accreditation of institutions

Criteria for accreditation of institutions REGULATIONS RELATING TO CRITERIA FOR ACCREDITATION OF INSTITUTIONS AND TO STANDARDS AND CRITERIA FOR ACCREDITATION OF COURSE PROVISIONS IN NORWEGIAN HIGHER EDUCATION Issued by the Norwegian Agency for

More information

FACULTY OF EDUCATION AND SOCIAL WORK

FACULTY OF EDUCATION AND SOCIAL WORK FACULTY OF EDUCATION AND SOCIAL WORK Strategic Plan for Teaching and Learning 2000-2004 (Revised February 2003) 1 Part 1. Faculty Strategic Plan for Teaching and Learning 2000-2004 (Revised February 2003)

More information

How To Become A Civil Engineer In Maribor

How To Become A Civil Engineer In Maribor Smetanova ulica 17 2000 Maribor, Slovenia UNIVERSITY OF MARIBOR FACULTY OF CIVIL ENGINEERING Smetanova ulica 17, 2000 Maribor Phone: 02 22 94 310, fax: 02 25 22 749 http://www.fg.um.si/ MASTER'S (2 ND

More information

EAPAA Accreditation Committee Evaluation Report

EAPAA Accreditation Committee Evaluation Report European Association for Public Administration Accreditation EAPAA Accreditation Committee Evaluation Report "Master en Administration Publique" MPA programme, IDHEAP, University of Lausanne. Evaluation

More information

FACULTY OF ENGINEERING

FACULTY OF ENGINEERING Calendar 2003-04 UNIVERSITY of GLASGOW FACULTY OF ENGINEERING DEAN: Professor John W Hancock BSc PHD DATES OF SEMESTERS Semester 1: 30th September 2003-23rd January 2004 Christmas Vacation: 22nd December

More information

Motivation and Mastery for better Learning

Motivation and Mastery for better Learning Strategi for Lower secondary Education in Norway Motivation and Mastery for better Learning Joint effort to improve classroom management, numeracy, reading and writing Strategy for the lower secondary

More information

Aarhus University's policy for quality assurance in education

Aarhus University's policy for quality assurance in education Aarhus University's policy for quality assurance in education Purpose of quality assurance The purpose of the quality assurance policy is to establish a common set of core values for quality assurance

More information

EAPAA Accreditation Committee Evaluation Report

EAPAA Accreditation Committee Evaluation Report European Association for Public Administration Accreditation 18 September 2012 EAPAA Accreditation Committee Evaluation Report Bachelor of Social Sciences in Public administration (BSSPA) and Master of

More information

Bologna process and new opportunities for cooperation

Bologna process and new opportunities for cooperation Bologna process and new opportunities for cooperation Riitta Pyykkö Professor, Chair of the Finnish Higher Education Evaluation Council Saint Petersburg 6 February 2008 Bologna Process in Finland (1) Finland

More information

education in finland Finnish education in a nutshell

education in finland Finnish education in a nutshell Finnish education in a nutshell education in finland A central objective is to provide all citizens with equal opportunities. 6 5 A 4 3 1&2 0 iscedclassification duration in years 0 5 1 9 3 3 2 Education

More information

education in finland Finnish education in a nutshell

education in finland Finnish education in a nutshell Finnish education in a nutshell education in finland 2 Finnish education in a nutshell A central objective is to provide all citizens with equal opportunities. Education system in Finland 6 Doctoral degrees

More information

EAPAA Accreditation Committee Evaluation Report

EAPAA Accreditation Committee Evaluation Report European Association for Public Administration Accreditation 18 September 2012 EAPAA Accreditation Committee Evaluation Report Corvinus University of Budapest, Faculty of Economics, Budapest, Hungary Master

More information

Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG)

Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) Approved by the Ministerial Conference in May 2015 by European Association for Quality Assurance in Higher Education

More information

STATUTES OF CURRICULUM

STATUTES OF CURRICULUM ADOPTED by the Senate of the University of Tartu Regulation no. 11 of 27 April 2012 (effective as of 27.04.2012) AMENDED by the Senate of the University of Tartu Regulation no 22 of 21 December 2013 (effective

More information

DEGREE REGULATIONS OF THE UNIVERSITY OF JYVÄSKYLÄ

DEGREE REGULATIONS OF THE UNIVERSITY OF JYVÄSKYLÄ NB: This is an unofficial translation. In the event of any discrepancies between the Finnish and English versions, the original Finnish version shall prevail DEGREE REGULATIONS OF THE UNIVERSITY OF JYVÄSKYLÄ

More information

THE NURSING PROGRAMME 180 ECTS university credits

THE NURSING PROGRAMME 180 ECTS university credits THE NURSING PROGRAMME 180 ECTS university credits The Faculty of Health Sciences Programme syllabus Approved by the Faculty Board for Health Sciences 26-03-2008. Ref. LiU 2008/01315. Revised 09-12-2008

More information

Curriculum for Master in Problem Based Learning in Engineering and Science (MPBL)

Curriculum for Master in Problem Based Learning in Engineering and Science (MPBL) Faculty of Engineering and Science Study board for Techno Anthropology Curriculum for Master in Problem Based Learning in Engineering and Science (MPBL) Aalborg University 2013 Campus: Aalborg Preface:

More information

Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG)

Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) Endorsed by the Bologna Follow-Up Group in September 2014 Subject to approval by the Ministerial Conference in

More information

Internationalisation of Teacher Education in JAMK, Finland. Jari Aho Senior Lecturer, Intl Coordinator

Internationalisation of Teacher Education in JAMK, Finland. Jari Aho Senior Lecturer, Intl Coordinator Internationalisation of Teacher Education in JAMK, Finland Jari Aho Senior Lecturer, Intl Coordinator Harri Keurulainen Teacher Education In Finland Universities Universities of Applied Sciences TECs of

More information

Finland Population: Fertility rate: GDP per capita: Children under 6 years: Female labour force participation:

Finland Population: Fertility rate: GDP per capita: Children under 6 years: Female labour force participation: Finland Population: 5.21 m. Fertility rate: 1.7. GDP per capita: USD 26 500. Children under 6 years: 399 889. Female labour force participation: 72% of women (15-64 years) are employed, 18.2% of whom are

More information

Akita International University Professional Graduate School Institutional Policies and Regulations

Akita International University Professional Graduate School Institutional Policies and Regulations Akita International University Professional Graduate School Institutional Policies and Regulations CHAPTER I. GENERAL PRINCIPLES Section 1. OBJECTIVES Article 1. Nature and Scope These Institutional Policies

More information

Overview of the Swedish upper secondary school

Overview of the Swedish upper secondary school Overview of the Swedish upper secondary school All youth in Sweden who have completed compulsory school have the right to a three-year upper secondary education. Upper secondary education should provide

More information

Supplementary regulations for the PhD programme at the Faculty of Engineering and Science

Supplementary regulations for the PhD programme at the Faculty of Engineering and Science Supplementary regulations for the PhD programme at the Faculty of Engineering and Science Adopted by the Central Research Education Committee at the University of Agder 27 November 2012 with statutory

More information

QUALITY MANAGEMENT RECOMMENDATIONS FOR VOCATIONAL EDUCATION AND TRAINING

QUALITY MANAGEMENT RECOMMENDATIONS FOR VOCATIONAL EDUCATION AND TRAINING QUALITY MANAGEMENT RECOMMENDATIONS FOR VOCATIONAL EDUCATION AND TRAINING Recommendations Working Group PREFACE Vocational education and training (VET) and those responsible for providing it play more and

More information

THE INTERNATIONALIZATION OF STUDIES

THE INTERNATIONALIZATION OF STUDIES THE INTERNATIONALIZATION OF STUDIES Guy HAUG European university expert Universidad Politécnica de Valencia The first aim of this article is to define what is understood by the internationalization of

More information

Guidelines of the Swiss University Conference for Academic Accreditation in Switzerland

Guidelines of the Swiss University Conference for Academic Accreditation in Switzerland Guidelines of the Swiss University Conference for Academic Accreditation in Switzerland (Accreditation Guidelines) 414.205.3 of 28 June 2007 (of 1 st September 2007) The Swiss University Conference (SUK/CUS),

More information

Curriculum for The Master of Science Programme in Technology in Entrepreneurial Engineering

Curriculum for The Master of Science Programme in Technology in Entrepreneurial Engineering The Faculty of Engineering and Science The Study Board for Industry and Global Business Development Curriculum for The Master of Science Programme in Technology in Entrepreneurial Engineering Aalborg University

More information

A proposal for measures under Norwegian foreign and international development policy to combat the global health workforce crisis

A proposal for measures under Norwegian foreign and international development policy to combat the global health workforce crisis A proposal for measures under Norwegian foreign and international development policy to combat the global health workforce crisis Report by the workgroup headed by the Ministry of Foreign Affairs, with

More information

International Accreditation of Bachelor, Master and PhD Programmes. Guideline

International Accreditation of Bachelor, Master and PhD Programmes. Guideline International Accreditation of Bachelor, Master and PhD Programmes Guideline Vienna, July 2013 Table of Contents 1 Objective and outcome... 3 2 Standards... 3 Standard 1... 4 Standard 2... 5 Standard 3...

More information

Review team s report on FINHEEC s Engineering Programme Review of

Review team s report on FINHEEC s Engineering Programme Review of Review team s report on FINHEEC s Engineering Programme Review of Mechanical Engineering, Savonia University of Applied Sciences, Kuopio, Finland Chair of the review team: Professor Paul H. Andersson,

More information

Curriculum Innovation and Entrepreneurship

Curriculum Innovation and Entrepreneurship Curriculum Innovation and Entrepreneurship Bachelor s Degree Programme in Innovation and Entrepreneurship Professionsbacheloruddannelsen i innovation og entrepreneurship Approved 25 August 2014 Head of

More information

Curriculum for the Bachelor s Degree Programme in International Hospitality Management 2014 to 2016

Curriculum for the Bachelor s Degree Programme in International Hospitality Management 2014 to 2016 Curriculum for the Bachelor s Degree Programme in International Hospitality Management 2014 to 2016 Curriculum for the Bachelor s Degree Programme in International Hospitality Management 2014 to 2016 Foreløbig

More information

Curriculum for the Master Programme in Manufacturing Technology

Curriculum for the Master Programme in Manufacturing Technology Curriculum for the Master Programme in Manufacturing Technology Studieordning for kandidatuddannelsen i virksomhedsteknologi The Faculties of Engineering, Science and Medicine Aalborg University 2010 0

More information

Programme Specification

Programme Specification Programme Specification 1. Programmes: Programme Title International Foundation (Art and Design) UCAS Code (Completed by Registry post approval) Click here to enter text. GSA Code (Completed by Registry

More information

FACULTY OF ENGINEERING

FACULTY OF ENGINEERING Calendar 2004-05 UNIVERSITY of GLASGOW FACULTY OF ENGINEERING DEAN: Professor John W Hancock BSc PhD DATES OF SEMESTERS Semester 1: 28th September 2004-21st January 2005 Christmas Vacation: 20th December

More information

Act on the Education and Recruitment of Teachers and Head Teachers in Pre-School, Compulsory School and Upper Secondary School

Act on the Education and Recruitment of Teachers and Head Teachers in Pre-School, Compulsory School and Upper Secondary School 1 Act on the Education and Recruitment of Teachers and Head Teachers in Pre-School, Compulsory School and Upper Secondary School No. 87, 12 June 2008 CHAPTER I Scope, Objective and Administration Article

More information

DEPARTMENT OF TEACHER EDUCATION. University of Helsinki

DEPARTMENT OF TEACHER EDUCATION. University of Helsinki DEPARTMENT OF TEACHER EDUCATION University of Helsinki 8/1/2010 FACULTY OF BEHAVIOURAL SCIENCES DEPARTMENT OF BEHAVIOURAL SCIENCES Fields of study: - educational sciences - psychology - speech sciences

More information

Curriculum for the bachelor s programme in economics and business administration (HA)

Curriculum for the bachelor s programme in economics and business administration (HA) Curriculum for the bachelor s programme in economics and business administration (HA) Aalborg University September 2007 With amendments 2009, 2010, 2011 and 2012 Curriculum for the bachelor s programme

More information

TEAC principles and standards for educational leadership programs

TEAC principles and standards for educational leadership programs Teacher Education Accreditation Council TEAC principles and standards for educational leadership programs 1.0 QUALITY PRINCIPLE I: Evidence of candidate learning Programs must provide sufficient evidence

More information

Curriculum for the Master of Science (MSc) in Social Sciences in Comparative Public Policy and Welfare Studies

Curriculum for the Master of Science (MSc) in Social Sciences in Comparative Public Policy and Welfare Studies Curriculum for Master of Science (MSc) in Social Sciences in Comparative Public Policy and Welfare Studies Odense 2013 1 of 19 This curriculum has been prepared under powers conferred by The Ministry of

More information

THE MASTER'S DEGREE IN INFORMATION STUDIES

THE MASTER'S DEGREE IN INFORMATION STUDIES Academic Regulations for THE MASTER'S DEGREE IN INFORMATION STUDIES THE FACULTY OF HUMANITIES THE UNIVERSITY OF AARHUS 2007 Revised June 2009 1. Framework Provisions Title Prepared by The Master s degree

More information

TEACHING EVALUATION MATRIX

TEACHING EVALUATION MATRIX 8.1.2007 TEACHING EVALUATION MATRIX CONTENTS I INTRODUCTION 1 1. ENDURING VALUES - Research-based teaching 1 - Focus on learning 1 - Goal-oriented long-term planning of teaching 2 - Esteem and support

More information

VET Teachers and Trainers in Finland

VET Teachers and Trainers in Finland Opetusministeriö Ministry of Education VET Teachers and Trainers in Finland Publications of the Ministry of Education, Finland 2006:41 VET Teachers and Trainers in Finland Publications of the Ministry

More information

Internationalisation in Management Higher Education & Management Internationalisation

Internationalisation in Management Higher Education & Management Internationalisation Internationalisation in Management Higher Education & Management Internationalisation Dr. Christophe Terrasse Director, Project Department, EFMD IRIS national Conference Tel Aviv, 11 March 2015 Project

More information

Delivered in an Online Format. Revised November 1, 2014. I. Perspectives

Delivered in an Online Format. Revised November 1, 2014. I. Perspectives 1 Prospectus of the Ed.D. in Curriculum and Instruction Delivered in an Online Format Revised November 1, 2014 I. Perspectives The online Doctor of Education (Ed.D.) in Curriculum is a graduate degree

More information

Vocational education and training in Finland. Vocational competence, knowledge and skills for working life and further studies

Vocational education and training in Finland. Vocational competence, knowledge and skills for working life and further studies Vocational education and training in Finland Vocational competence, knowledge and skills for working life and further studies Education system in Finland Doctoral and licentiate s degrees Universities

More information

EXECUTIVE MBA IN ENERGY MANAGEMENT. A joint part-time programme between BI Norwegian School of Management, IFP School and Nanyang Business School

EXECUTIVE MBA IN ENERGY MANAGEMENT. A joint part-time programme between BI Norwegian School of Management, IFP School and Nanyang Business School EXECUTIVE MBA IN ENERGY MANAGEMENT A joint part-time programme between Norwegian School of Management, IFP School and Nanyang Business School Executive MBA in Energy Management The Executive MBA in Energy

More information

The referencing of the Norwegian Qualifications Framework for Lifelong Learning to the European Qualifications Framework (EQF) and selfcertification

The referencing of the Norwegian Qualifications Framework for Lifelong Learning to the European Qualifications Framework (EQF) and selfcertification The referencing of the Norwegian Qualifications Framework for Lifelong Learning to the European Qualifications Framework (EQF) and selfcertification to the Qualifications Framework of the European Higher

More information

Mechanical Engineering - Bachelor's Degree Programme, spesialization in Mechanical Engineering and Materials Science

Mechanical Engineering - Bachelor's Degree Programme, spesialization in Mechanical Engineering and Materials Science Studieprogram B-MASKIN, ENGELSK, 2014 HØST, versjon 31-May-2015 23:46:35 Mechanical Engineering - Bachelor's Degree Programme, spesialization in Mechanical Engineering and Materials Science Credits: 180

More information

Research-based teaching at the heart of teacher education

Research-based teaching at the heart of teacher education UNIVERSITY OF HELSINKI Faculty of Behavioural Sciences Department of Teacher Education KUVA 2/3 kannen pinta-alasta Edited by: Anna Martin, Kaisa Kuoppala, 2 Paavo Peltonen and Meri Siippainen Layout:

More information

Improving Vocational Education and Training. overview of reform of the Danish vocational education system

Improving Vocational Education and Training. overview of reform of the Danish vocational education system Improving Vocational Education and Training overview of reform of the Danish vocational education system Improving Vocational Education and Training overview of reform of the Danish vocational education

More information

BA (Hons) Accountancy and Financial Management - Kaplan Higher Education Institute/Academy (Singapore)

BA (Hons) Accountancy and Financial Management - Kaplan Higher Education Institute/Academy (Singapore) BA (Hons) Accountancy and Financial Management - Kaplan Higher Education Institute/Academy (Singapore) Programme Specification Primary Purpose: Course management, monitoring and quality assurance. Secondary

More information

TEAC principles and standards for teacher education programs

TEAC principles and standards for teacher education programs Teacher Education Accreditation Council TEAC principles and standards for teacher education programs 1.0 QUALITY PRINCIPLE I: Evidence of candidate learning Programs must provide sufficient evidence that

More information

Strategy Statement. for the University of Southern Denmark

Strategy Statement. for the University of Southern Denmark Strategy Statement for the University of Southern Denmark Foreword 3 ON COURSE FOR 2020 In 2012 SDU embarked on the development of an overall strategy capable of embracing the university as a whole. The

More information

Program Research Guide Paralegal Education 2150-1 (formerly Court and Tribunal Agent)

Program Research Guide Paralegal Education 2150-1 (formerly Court and Tribunal Agent) Program Research Guide Paralegal Education 2150-1 (formerly Court and Tribunal Agent) About the School Name of school/institution: Humber Institute of Technology and Advanced Learning Location (address,

More information

The sphere of Lahti University of Applied Sciences includes the following fields of study:

The sphere of Lahti University of Applied Sciences includes the following fields of study: 1 (7) LAHTI UNIVERSITY OF APPLIED SCIENCES DEGREE REGULATIONS Lahti University of Applied Sciences degree regulations are established on the Polytechnics Act (351/2003) and Government Decree on Polytechnics

More information

EAPAA Accreditation Committee Evaluation Report

EAPAA Accreditation Committee Evaluation Report European Association for Public Administration Accreditation 1 September 2009 EAPAA Accreditation Committee Evaluation Report Public Administration Institute for Turkey and the Middle East (TODAIE), Ankara,

More information

Literacy Studies - Master's Degree Programme

Literacy Studies - Master's Degree Programme Literacy Studies - Master's Degree Programme Credits: 120 credits Level: Master's degree (2 years) Offered by: Faculty of Arts and Education, Department of Cultural Studies and Languages Grade name: Master

More information

Assessing Teaching Skills in Higher Education

Assessing Teaching Skills in Higher Education Assessing Teaching Skills in Higher Education Regulations How the demand for demonstrated teaching skills should be handled when appointing or promoting teachers in higher education is regulated in Higher

More information

Curriculum for the Master of Laws (LL.M.) at the University of Copenhagen

Curriculum for the Master of Laws (LL.M.) at the University of Copenhagen Curriculum for the Master of Laws (LL.M.) at the University of Copenhagen This document is a translation produced solely for guidance purposes. The Danish language version of this document is the only

More information

Rules for the PhD Programme at the Graduate School, Arts

Rules for the PhD Programme at the Graduate School, Arts Rules for the PhD Programme at the Graduate School, Arts Table Of Contents 1. Purpose, structure, etc.... 1 1.1. Purpose... 1 1.2. Organisation... 1 2. Admission etc. to the PhD programme... 2 2.1. The

More information

Science teachers pedagogical studies in Finland

Science teachers pedagogical studies in Finland 1 Science teachers pedagogical studies in Finland Jari Lavonen Summary An overview of planning, organising and evaluating of science teachers pedagogical studies in Finland is given. Examples are from

More information

Applied Computer Science with Specialization in Software Integration. Master degree at The Norwegian School for IT (NITH) september 2013

Applied Computer Science with Specialization in Software Integration. Master degree at The Norwegian School for IT (NITH) september 2013 Applied Computer Science with Specialization in Software Integration Master degree at The Norwegian School for IT (NITH) september 2013 Institution: Name of educational provision: Degree/Studiepoeng (ECTS):

More information

REVISED GRID FOR MICRO LEVEL APPROACH

REVISED GRID FOR MICRO LEVEL APPROACH Cover sheet Country: Sector: Level: ROMANIA Bank EQF Level: 6 NQF Level: 6 Institution (private/state): AUREL VLAICU- UNIVERSITY OF ARAD Name of the study program: Duration (in years/months): FINANCE AND

More information

Introduction. Purpose

Introduction. Purpose Introduction The Learning and Teaching Strategy outlines Victoria University s commitment to high standards of learning and teaching. It outlines ways in which these standards are identified, maintained

More information

MASTER S THESIS GUIDELINES

MASTER S THESIS GUIDELINES MASTER S THESIS GUIDELINES Foreword These Thesis Guidelines for the Aalto University were approved by the School of Art and Design Academic Affairs Committee on the 21 September 2010. They are intended

More information

NIELS BROCK. part of Copenhagen Business Academy of Professional Higher Education

NIELS BROCK. part of Copenhagen Business Academy of Professional Higher Education AP degree in Financial Management NIELS BROCK part of Copenhagen Business Academy of Professional Higher Education Diploma Supplement AP degree in Financial Management Curriculum 0709 This Diploma Supplement

More information

The Institute of Logistics and Supply Chain Management (ILSCM) offers specialised education and training pathways that aid in developing leaders in

The Institute of Logistics and Supply Chain Management (ILSCM) offers specialised education and training pathways that aid in developing leaders in The Institute of Logistics and Supply Chain Management (ILSCM) offers specialised education and training pathways that aid in developing leaders in the industry. AVOID THE DETOURS A vital contributor to

More information

REGULATIONS FOR THE DEGREE OF BACHELOR OF HOUSING MANAGEMENT (BHousMan)

REGULATIONS FOR THE DEGREE OF BACHELOR OF HOUSING MANAGEMENT (BHousMan) 1391 REGULATIONS FOR THE DEGREE OF BACHELOR OF HOUSING MANAGEMENT (BHousMan) (See also General Regulations and Regulations for First Degree Curricula) HM1 In these Regulations, and in the Syllabuses for

More information

CHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS

CHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS Ch 77, p.1 CHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS 281 77.1(256) General statement. Programs of teacher intern preparation leading to licensure in Iowa are subject to approval by the

More information

Design and implementation of joint/double degrees

Design and implementation of joint/double degrees November 2011 Design and implementation of joint/double degrees Development of joint degrees and degree programmes implemented in international co-operation forms an important part of the international

More information

PAPER 1 THE SCHOOL COUNSELLING WORKFORCE IN NSW GOVERNMENT SCHOOLS

PAPER 1 THE SCHOOL COUNSELLING WORKFORCE IN NSW GOVERNMENT SCHOOLS PAPER 1 THE SCHOOL COUNSELLING WORKFORCE IN NSW GOVERNMENT SCHOOLS Introduction This paper describes the current school counselling service within the Department of Education and Communities (the Department)

More information