Framework implementation Framework implementation & programme accreditation& programme accreditation

7 June 2007

by Axel Aerden

International Policy Advisor

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I.I. Competence-based education Competence-based education

- Development from input to output (1/2) From “teaching” to “learning”

- View of the educational processI: 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?

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I.I. Competence-based education 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 degreeI: Proof of participation and successful completion of a

programme

O: Recognition of achieved learning outcomes

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II.II. NVAO’s scope of workNVAO’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

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(Initial) accreditation frameworks- Assessment framework

- Themes

- Standards

- Criteria

- Assessment rules- Evaluation criteria

Focus on learning outcomes

III.III. NVAO’s procedures & methodologiesNVAO’s procedures & methodologies

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- 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

III.III. Learning outcomes based accreditationLearning outcomes based accreditation

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- 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

III.III. Learning outcomes based accreditationLearning outcomes based accreditation

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Thank you

More informationMore information:http://www.nvao.net