Source: https://www.global-regulation.com/translation/denmark/609303/ordinance-on-accreditation-and-approval-of-vocational-college-education-and-professional-bacheloruddannelser%252c-etc.html
Timestamp: 2019-04-22 22:01:29+00:00

Document:
Ordinance On Accreditation And Approval Of Vocational College Education And Professional Bacheloruddannelser, Etc.
Original Language Title: Bekendtgørelse om akkreditering og godkendelse af erhvervsakademiuddannelser og professionsbacheloruddannelser mv.
Annex 4 The full text of the Ordinance on accreditation and approval of vocational college education and professional bacheloruddannelser, etc.
§ 1. Accreditation Council shall decide on the accreditation of new vocational college education and professional bacheloruddannelser, as well as new higher adult education (VVU) and diploma courses on the basis of the criteria set out in annex 1.
(2). Accreditation Council shall decide on the accreditation of new supply of vocational college education and professional bacheloruddannelser, as well as higher adult education (VVU) and diploma on the basis of the criteria set out in annex 2.
(3). Accreditation Council shall decide on the accreditation of previously approved the provision of vocational college education and professional bacheloruddannelser on the basis of the criteria set out in annex 3.
(4). Descriptions of Business Academy educations, professional bacheloruddannelser, higher adult education and diploma education (type descriptions) in qualifications framework for higher education shall apply for the evaluation of education targets for learning outcomes, see. Annex 4.
§ 2. The Minister shall, after an assessment (screening) of an application for approval of a new education, the decision as to whether the application should be promoted with a view to the Accreditation Council decision on accreditation. If so, the application is passed on to the Danish evaluation Institute (EVA) with a view to the preparation of the accreditation report and sent to the Accreditation Council for information.
(2). An application under paragraph 1 shall, as a minimum, contain a statement of the need for, and relevance of the new education and training description, including an indication of the purpose and the intended learning outcomes of training as well as training professional aim.
(3). The Minister shall take a decision in accordance with paragraph 1 on the basis of broad educational policy and strategic considerations. This will include an assessment of whether the mark applied for new training is expected to complement existing programmes in an appropriate and socio-economically sound manner.
(4). The new training aims against the business functions that are mainly covered by the courses at another ministerial area, or there are doubts, requests the Ministry of education for an opinion from the relevant Ministry on its assessment in accordance with paragraph 3 of the application.
§ 3. The Minister shall, after an assessment (screening) of an application for approval of a new invitation to tender, the decision as to whether the application should be promoted with a view to the Accreditation Council decision on accreditation. If so, the application is passed to EVA, with a view to developing accreditation report and sent to the Accreditation Council for information.
(2). An application under paragraph 1 shall, as a minimum, contain a statement of the need for supply, as well as information about the requesting institution and of the place where the training specifically desired offered.
(3). The Minister shall take a decision in accordance with paragraph 1 on the basis of broad educational policy and strategic considerations. This will include an assessment of whether the mark applied for new supply is appropriate on the basis of national, regional or local terms and is expected to be able to complement the existing variety of the same or related courses at an appropriate and socio-economically sound manner.
1) A guideline on the requirements for the contents of, and documentation for applications for approval of a new school or a new invitation to tender.
2) an overview of applications for approval of new courses and new supply as well as the Education Minister's decisions under section 2, paragraph 1, and article 3, paragraph 1.
3) A multi-annual plan for the ongoing accreditation of approved educational supply, which is provided by the Ministry of education in cooperation with Accreditation Council.
§ 5. EVA carries out its tasks in accordance with this Ordinance in accordance with the standards and guidelines for quality assurance in the European higher education area as adopted by the European Ministers of education (ESG-standards).
(2). EVA sets up panels of external technical experts, with a view to developing accreditation reports.
(3). EVA shall notify the Panel's composition for the institutions to be accredited, and sets at the same time, a date for the submission of reasoned objections as regards the expert capacity, see. § 6, nr. 2.
1) guidance on requirements for statement and draft documentation for each criterion for relevance and quality.
2) Principles for expert panels, including requirements for the expert capacity, see. section 5, paragraph 2.
3 The accreditation reports, etc.) that is delivered to the Accreditation Council, see. section 7, paragraph 3, article 8, paragraph 2, and article 9, paragraph 3. Publication occurs simultaneously with the issuance to the Council.
§ 7. The applicant gives EVE the information necessary in order to establish accreditation report, including EVA a statement with evidence of how each criterion for relevance and quality have been met, see. § 6, nr. 1. the documentation must, to the extent possible, be based on existing and available information.
(2). Information in accordance with paragraph 1 shall be handed over to EVA within time limits and in accordance with procedures to be determined by EVA as a condition for the development of an accreditation report.
(3). EVA delivers an accreditation report with a comprehensive approach to Accreditation Council decision on positive accreditation or refusal of accreditation. In the case of an approved range can also set provision for conditional positive EVA accreditation.
(4). EVA sets new courses and new supply to the positive accreditation when the external expert panel, see. § 5 (2) determines that all of the criteria, as specified in annex 1 Annex 2 respectively, are fulfilled.
(5). EVA sets an approved offering for positive accreditation when the external panel of experts believes that the criteria of relevance and quality, as specified in annex 3, overall, are met.
(6). EVA sets an accepted offer for conditional positive accreditation when the external panel of experts believes that the criteria of relevance and quality, as specified in annex 3, overall, are not met, but is expected to be met within a period of up to 12 months, see. section 15 (1).
§ 8. EVA shall prepare a supplementary accreditation report for the supply, as the Accreditation Council accredited conditional positive regulation. section 13, paragraph 2, last paragraph.
(2). EVA delivers the additional accreditation report with a recommendation for Accreditation Council as to whether the criteria specified by the Council, are fulfilled at the expiry of the prescribed period referred to in article 6. section 15 (1).
§ 9. EVA examines after Accreditation Council's request pursuant to section 16, paragraph 1, on a training or a call for tenders that are positively accredited, continue to meet the criteria of relevance and quality, such as training or supply originally has been accredited on the basis of.
(2). The institution gives EVE the information necessary to illuminate the facts that form the basis of a Council decision on the review.
(3). EVA makes a basis for decision-making with regard to the investigated compared with option to the Accreditation Council on the maintenance, conditional maintenance or withdrawal of the previously announced positive accreditation.
§ 10. EVA participates in the meetings of the Council on accreditation, the accreditation of degree programmes and tenders, subject to the provisions of this Ordinance, and acts as technical secretariat of the Council in relation to this.
§ 11. Another internationally recognised quality assurance operator that meets ESG-standards, after learning the Minister's decision to draw up a report as the basis for Accreditation Council accreditation decision.
§ 12. Accreditation Council establishes the overall framework for the Council's activities and decides on accreditation under section 1.
(2). The Council carries out its tasks in accordance with this Ordinance in accordance with ESG-standards.
(3). The Accreditation Council and Eve are collaborating on the organisation of accreditation activities in accordance with this Ordinance.
§ 13. The basis for the Council decision in accordance with article 12, paragraph 1, is an accreditation report in accordance with Chapter 3.
(2). Council decision can be a positive accreditation or refusal of accreditation. By continuous accreditation of approved offerings can also be a conditional positive decision of the Council of accreditation, see. section 15 (1).
(3). The Council's decision shall be communicated to the applicant as well as the Ministry of education for the purposes of the Minister's decision on the approval of the training or supply.
2) ensuring that accreditation report contains the assessment of the individual criteria for relevance and quality, including that the criteria be used sufficiently consistent.
(2). The Council considers that the EVA in whole or in part in the drawing up of an accreditation report has not complied with ESG-standards, or that the quality of accreditation report is insufficient, the Council may impose on EVA, with the use of the same expert panel, to issue a revised or a new accreditation report.
2) set to the Minister to take a decision pursuant to section 11.
§ 15. By a conditional positive Accreditation Council, which specifies the supply does not meet the criteria, and provides for a period of up to 12 months, within which the supply overall, must meet the established criteria in order to be accredited as a good thing.
(2). The basis for the Council decision after the expiry of the prescribed period is an additional accreditation report from EVA, see. § 8, paragraph 2.
§ 16. Accreditation Council may, of its own motion or following the educational Minister's decision ask EVE about to examine whether specific changes in a training or a call for tenders that have been positively accredited, it means that the training or supply no longer meets the criteria of relevance and quality, such as training or supply originally has been accredited on the basis of.
(2). The Council shall decide, on the basis of the proposal from EVA, see. § 9, paragraph 3, of the decision on that accreditation be maintained or withdrawn or notify a date for fulfilment of the criteria, as specified in annex 3, in the case of the investigated conditions.
(3). After the deadline, the Council shall, on the basis of a proposal by EVA decision on whether or not the previously announced positive accreditation be maintained or withdrawn.
(4). The Council's decision shall be notified to the Minister for education and the analysis range.
§ 17. The Ministry of education decides on whether a revision of an already approved training requires accreditation.
(2). The review involves significant changes to education purposes or commercial aim, the Ministry of education shall take decision on that review shall be treated as proposals for new training.
2) the Organization shall be amended as follows, to allow for completion of an independent business college education before the bachelor level is reached.
(4). Changes to already approved business Academy education is regarded as significant, usually when they include more than 30 ECTS credits.
2) added new specialties/fields of study or similar.
(6). Changes to already approved professional bacheloruddannelser organized as independent secondary education for one or more business Academy education is regarded as significant, usually when they include more than 30 ECTS credits.
(7). Changes to already approved higher adult education (VVU) and diploma courses usually is considered to be essential, when changes in the obligatory parts of the training includes more than 30 ECTS credits.
§ 18. The notice shall enter into force on the 1. July 2008.
(2). Executive Order No. 113 of 19. February 2001 on the programme to the bachelor is repealed.
The training is appropriate for direct use in occupation or profession, and there is a need for training in the labour market and in relation to the existing education programs.
4) that there is a need for training is assessed in relation to the existing education system.
Training targets for learning outcomes are in level in accordance with the relevant degree type description in the Danish qualifications framework for higher education, and there is sufficient correlation between these broad targets for learning outcomes and learning objectives for education and training items.
3) to the learning objectives of training elements are defined, and the items themselves weighted and prioritized, so the overall goal for education meets the learning proceeds. The weighting and ranking comes, inter alia. expressed in ECTS distribution.
4) to the learning goals for the internship of the elements of the Business Academy education and professional bacheloruddannelser are appropriate in relation to education and other items.
Training organisation reflects the targets for learning outcomes.
4) that students will have the opportunity to implement one or more parts of the training abroad within the set duration of study.
There is a need for training the graduates on the labour market, and the supply is based on dialogue with customers and other relevant stakeholders on needs in the labour market and needs development.
2) to buyers and relevant stakeholders going forward will be involved in an appropriate manner with a view to continuously ensuring the knowledge about the relevance.
There is sufficient relevant internships.
The applicant shall, in respect of the provision of vocational college education and professional bacheloruddannelser explain and demonstrate that the institution can provide the necessary practical training places, this should be explained the need for internships.
The supply is in accordance with the education targets for learning outcomes.
2) that students will have the opportunity to implement one or more parts of the training abroad within the set duration of study.
Programme is offered on a knowledge base, which is characterized by professional or professional orientation and developmental orientation.
2) to supply continuously will rely on new knowledge about relevant test and development work and current results from relevant research fields.
Educational supply supported by a sufficiently strong professional environment.
2) that there is a plan that makes that a sufficiently strong professional environment can and will be provided.
The physical facilities and material resources at the tender spot is sufficient to supply the training can be carried out in accordance with the goals for the learning proceeds.
2) to these facilities and resources are present on the tender spot. If not, shall be subject to an appropriate plan for how these will be provided.
There will be systematic and ongoing work to ensure and develop the quality of the activities and results.
The applicant must explain and demonstrate that the institution systematically carry out activities for the purpose of quality assurance and development and in this context, the involvement of external and internal stakeholders, and that supply will be quality-assured as a part thereof.
Training the graduates are sufficiently in relevant employment, or participate in continuing education.
The supply must explain and demonstrate satisfactory transition frequencies to appropriate employment in the occupation or profession and further education, compared to the results for the area of education, which is accredited, or in relation to the results of related training areas.
Educational offer relevance sought is ensured through the continuous contact with customers and graduates.
This knowledge is used to support the continued relevance.
Educational supply is based on new knowledge about key trends from it or the employment areas, supply is aimed at.
The supply must explain and demonstrate that the new knowledge about key trends from the relevant employment fields continuously accessing supply and contributes to, being continually up to date. This can for example be done through trainers ' contact with the practice through cooperation and/or teaching by practitioners in continuing vocational training, through the contact with or knowledge of videncenteraktiviteter and/or courses and practice-oriented theme days, participation in networks, etc.
Educational supply is based on new knowledge from experimental and development work, which is relevant for the employment areas, supply is aimed at.
The supply must explain and demonstrate that continuous flow supply experience and results from relevant, topical and practical test and development work as well as advice, which can help to strengthen the students ' skills to solve problems in practice. Test and development work can be about e.g. development of new tools, products and methods for and/or with the practice field or end users of the developed.
Educational supply is based on new knowledge from the research fields that are relevant to the subject areas.
The supply must explain and demonstrate that continuous flow supply new relevant research knowledge which can contribute to qualify vocational or professional exercise in practice. This can for example be done through trainers ' participation in conferences, networking, and second, by external presentations for the students, or by knowledge from the institution's cooperation and exchange with research institutions entering the supply.
The offer targets for learning outcomes are training in level in accordance with the relevant degree type description in the Danish qualifications framework for higher education, and there is sufficient correlation between these broad targets for learning outcomes and learning objectives for the elements.
2) that there is good correlation between the learning goals for the individual elements and the overall objective of the learning outcomes, so a student who achieves the learning objectives also achieves the overarching goals for learning outcomes. As one expression for the correlation must supply account for and document the weighting of the elements, as expressed in ECTS distribution.
Content and organisation of education and the elements as well as teaching and learning methods employed are appropriate for the students to achieve the stated learning objectives.
3) that the interaction supports the achievement of training targets for learning outcomes.
Trainers ' qualifications and competences are adequate in relation to the overall educational level of the offer and targets for learning outcomes, and coach group is updated with the latest knowledge on key trends in occupations or professions, as well as relevant research.
2) to teacher group through continuous skills development and other activities has been updated with the latest knowledge on key trends in occupations or professions, as well as relevant research.
The internship are organised and implemented, so that the students ' learning should be strengthened in an interplay between theory and practice.
2) that the internship is an integral part of the total supply, so the students ' learning, experiencing and learning respectively supply place and traineeship are mutually complementary.
The internship quality be ensured continuously.
The supply must explain and demonstrate that it regularly to ensure that the internship is functioning satisfactorily, e.g. through requirements for internship place, dialogue between institution and supply on the one hand and on the other on their traineeship task as Traineeship and through evaluation of the internship.
The physical facilities and material resources are adequate in relation to the targets for learning outcomes.
The supply must explain and demonstrate that the physical facilities and material resources that are available to the students and teachers at the tender spot, is sufficient to, that it is possible to achieve the expected learning outcomes. The physical facilities and material resources is fx library, it equipment, premises, equipment, materials and tools.
The education provision is organised, so there is the opportunity to carry out one or more parts of the training abroad within the set duration of study.
The criterion is applicable after the 1. August 2009.
The supply must explain and demonstrate that it is possible for students to carry out one or more parts of the training abroad within the set duration of study.
Ensuring continuous training parts carried out abroad, in sufficiently contribute to the achievement of the overall learning outcomes.
3) that the training is organised as parallel sequences are entered into an agreement with a recognized foreign educational institution concerning the conditions for the implementation of parts of the training at a foreign educational institution.
Working systematically and continuously to ensure and develop the quality of the activities and results.
3) to supply user the knowledge obtained through evaluation, quality assurance and development, to improve and develop its activities and results.
Apostasy is minimized, and the students carry out in satisfactory extent.
2) to achieve satisfactory results with regard to the students ' transposition frequency compared to other offerings within the same or related areas of education.
Tests and graduate school ensures a sufficient total lighting of whether a student has achieved targets for learning outcomes.
2) that the selected tests and exams taken together provide a sufficiently wide picture of whether a student has gained knowledge, skills and competences that correspond to targets for learning outcomes.
Training the graduates realize the targets for learning outcomes in a satisfactory degree.
The supply must explain and demonstrate that the graduates will achieve sufficiently good character results, compared to the results for the educational area, accredited, or in relation to the results of related training areas.
Describes the four levels of higher education in Denmark.
Must have knowledge of the profession and to practice and central applied theory and method.
Must be able to understand the practice and applied theory and method as well as central could understand the industry's application of theory and method.
Must be able to apply to key methodologies and tools as well as be able to apply the skills related to employment within the profession.
Must be able to assess the empirical issues as well as run and choose options.
Must be able to communicate the empirical issues and possible solutions for partners and users.
Must be able to deal with development-oriented situations.
Must be able to participate in disciplinary and interdisciplinary cooperation with a professional approach.
To be in a structured context could acquire new knowledge, skills and competencies in relation to the profession.
Must have knowledge of theory, method and practice in a profession or in one or more disciplines.
Must be able to understand and reflect on the theory, method and practice.
To be able to use one or more methods and tools as well as contact and be able to use the skills related to employment within the subject area (s) or the profession.
Must be able to assess theoretical and practical issues and justify and choose appropriate solutions.
Must be able to communicate the technical problems and solutions to peers and non-specialists or collaborators and users.
Must be able to handle complex and development-oriented situations in studying or working relationships.
Must independently could be included in the academic and interdisciplinary cooperation with a professional approach.
Must be able to identify their own learning needs and structure their own learning in different learning environments.
To be in one or more disciplines have knowledge in selected areas is based on the highest international research within a subject area.
Must be able to understand and on a scientific basis to reflect (s) knowledge and be able to identify scientific issues.
Will have to master to (s) scientific methods and tools as well as master general skills related to employment within the subject area (s).
Must be able to assess and select from among the subject area (s) scientific theories, methods, tools and general skills as well as on the basis of scientific knowledge, establish new analysis and solutions.
Must be able to disseminate research-based knowledge and discuss professional and scientific issues with both peers and non-specialists.
Must be able to manage labour and development contexts that are complex, unpredictable and require new solutions.
Should independently be able to initiate and implement disciplinary and interdisciplinary cooperation and undertake professional responsibility.
Should independently be able to take responsibility for their own professional development and specialization.
Must have knowledge at the highest international level in the research area.
Must have made a significant contribution to the development of new knowledge and understanding within the research field based on scientific studies.
Will have to master the scientific methods and tools as well as master other skills related to research and development tasks within the area.
Must be able to analyze, evaluate and develop new ideas including designing and developing new techniques and skills in the subject area.
Must be able to take part in international discussions and to disseminate scientific results and progress to a broad audience.
Must be able to design and implement research and development tasks in complex and unpredictable contexts.
To be on their own could initiate and engage in national and international cooperation in research and development with scientific integrity.
Must be able to independently initiate research and development projects and thus produce new knowledge and new skills, such as developing research area.
Must have development-based knowledge about the industry and to practice and central applied theory and method.
Must have development-based knowledge on professionens and to practice and applied theory and method.
Must be research-based knowledge of theory, method and practice in one or more disciplines.
Must be able to understand the practices, applied theory and method as well as be able to reflect on practice and application of professionens theory and method.
Must be able to understand and reflect on the theory, scientific methods and practices.
Must be able to apply to methods and tools and will have to master the skills related to employment within the profession.
To be able to use one or more contact and scientific methods and tools and be able to use general skills related to employment within the subject area (s).
Must be able to assess the empirical and theoretical issues as well as justifying and selecting relevant options.
Must be able to assess theoretical and practical issues as well as justifying and selecting appropriate analysis and solutions.
Dissemination must be able to communicate the empirical issues and possible solutions for partners and users.
Must be able to communicate the empirical and professional issues and solutions for partners and users.
Must be able to communicate the technical problems and solutions to both peers and non-specialists.
Must be able to handle complex and development-oriented situations in contexts of work or study.
Must independently could be included in the academic and interdisciplinary collaboration and assume liability within the framework of a professional ethics.
Must be able to identify their own learning needs and develop their own knowledge, skills and competencies in relation to the profession.
Must be within a specialized area or in a broader perspective on the subject have development-based knowledge about the industry and to practice and central applied theory and method.
Must be within a specialized area or in a broader perspective on the subject have development-based knowledge on professionens and to practice and applied theory and method.
Must be within a specialized area or in a broader perspective on a disciplinary/multi-disciplinary area have knowledge and understanding, as in selected areas is based on the highest international research.
Must be able to use the key methods and tools as well as be able to apply the skills related to employment within the selected area.
Must be able to apply methods and tools and will have to master the skills related to employment within the selected area.
Must be able to apply scientific methods and tools as well as master general skills related to employment within the selected area.
Must be able to assess the empirical issues and run and choose options.
Must be able to assess theoretical and practical issues as well as on the basis of scientific knowledge, establish new analysis and solutions.
Must be able to communicate and discuss professional issues and solutions for both experts and non-specialists.
Must be able to deal with development-oriented situations within the chosen specialisation.
Must be able to handle complex and development-oriented situations in working relationships.
Must be able to manage and develop the social contexts that are complex, unpredictable and require new solutions.
To be in a structured context could develop their own practice.
Must be able to develop their own practice.
Should independently be able to take responsibility for their own professional development.
1) Programme provides internship equivalent to at least 3 months.
2) Programme provides internship of at least 6 months.
3) A professional bacheloruddannelse can also be organised as an independent secondary education for one or more business Academy courses with a duration of at least 90 ECTS including. 3 month internship.
4) that can be approved propædeutisk education related to the bachelor's degree programme corresponding to a maximum of 60 ECTS. In the context of individual courses may be approved that training exceeds 180 ECTS due to paid work placement.
5) For master's programmes organised for the purpose of teaching in secondary education, can it be accepted that the training be extended by 30 ECTS, when the option is outside Central fags area. Individual master's programmes are approved to have a corresponding up to 180 ECTS.
6) Specifies which type of institution that, as a general rule, the concerned degree provider type. There are exceptions to the general rule, e.g. can a Business College is approved for the provision of professional bacheloruddannelser, like the diploma degree HD (diploma of business studies) offered by universities.
7) Specifies which type of institution that, as a general rule, the concerned degree provider type. There are exceptions to the general rule, e.g. can a Business College is approved for the provision of professional bacheloruddannelser, like the diploma degree HD (diploma of business studies) offered by universities.

References: § 1

§ 2

§ 3

§ 5
 § 6

§ 7
 § 6
 § 5

§ 8

§ 9

§ 10

§ 11

§ 12

§ 13

§ 15
 § 8

§ 16
 § 9

§ 17

§ 18