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.

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Read the untranslated law here: https://www.retsinformation.dk/Forms/R0710.aspx?id=120524

Overview (table of contents) Chapter 1 criteria for relevance and quality

Chapter 2 the Education Minister's tasks

Chapter 3 the Danish evaluation Institute's tasks

Chapter 4 Accreditation Council tasks

Chapter 5 review of approved courses

Chapter 6 entry into force

Annex 1

Annex 2

Annex 3

Annex 4 The full text of the Ordinance on accreditation and approval of vocational college education and professional bacheloruddannelser, etc.

Pursuant to section 14, paragraph 3, and section 15, paragraphs 2 and 7 of law No. 207 of 31. March 2008 on vocational college education and professional bacheloruddannelser, § 15 (f), paragraphs 3 and 7 of the law on vocational education and higher education (further education system) for adults, see. lovbekendtgørelse nr. 1051 of 29. August 2007, as amended by Act No. 207 of 31. March 2008, as well as section 12 (a), paragraph 2, of the law on the Danish evaluation Institute, see. lovbekendtgørelse nr. 775 of 10. August 2005, as amended by Act No. 209 of 31. March 2008 amending the law on the Danish evaluation Institute, fixed:

Chapter 1

Criteria for relevance and quality

§ 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.

Chapter 2

Education Minister's tasks

§ 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.

§ 4. The Ministry of education publishes on the Ministry's website:





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.





Chapter 3

The Danish evaluation Institute's tasks

§ 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.

§ 6. EVA publishes on its website:





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.

Chapter 4

Accreditation Council tasks

§ 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.

§ 14. Council quality assures Eva's job addressing the concerns after this Ordinance, in particular with regard to:





1) selection and use of the technical expert panel undertaking the professional assessment of the training and supply in relation to the criteria of relevance and quality and

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.

(3). The Council considers that the extent to which accreditation quality report at all is useless as a basis for taking a decision, the Council may





1) impose the EVA to set up a new expert panel and draw up a new accreditation report or

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.

Withdrawal of accreditation

§ 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.

Chapter 5

Revision of approved courses

§ 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.

(3). Changes to already approved bacheloruddannelser considered essential when University





1) the Organization shall be amended as follows, to the last 1 ½ years or more can be used as a superstructure for one or more business Academy courses

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.

(5). Changes to already approved University bacheloruddannelser commonly regarded as significant when





1) they include more than 60 ECTS credits, or

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.

Chapter 6

Date of entry into force of

§ 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 Ministry of education, the 27. June 2008 P.M.V. Jens Strunge Peasant head/s Annex 1

Criteria for the relevance and quality of new vocational college education and professional bacheloruddannelser, as well as new higher adult education (VVU) and diploma courses









Focus





Criteria for relevance





Deepening







1. Relevance and demand





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.





The applicant must explain and demonstrate

1) that education has a clear business or professional aim, including shall specify which customer groups the programme is targeted at,

2) that carried out an identification of the relevant labour market competency needs

3) that, in the assessment of the competence of the labour market needs are involved relevant statistics to the extent it exists,

4) that there is a need for training is assessed in relation to the existing education system.







Focus





Criteria of quality





Deepening







2. Learning outcomes





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.





The applicant must explain and demonstrate

1) the objectives of the learning proceeds for training are established and tightly coupled to the relevance of and need for training,

2) that the objectives of education and learning outcomes are described in the qualification framework terms, and that the objectives are appropriate in relation to, where appropriate, related education nationally and internationally,

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.







3. organisation





Training organisation reflects the targets for learning outcomes.





The applicant must explain and demonstrate

1) that laid down appropriate admission requirements for training,

2) to the organisation of secondary education, which is based on vocational college education, adapted to the conditions on which the students from the various qualifying courses

3) to practical training elements of the Business Academy education and professional bacheloruddannelser are suitably located,

4) that students will have the opportunity to implement one or more parts of the training abroad within the set duration of study.







Annex 2

Criteria for the relevance and quality of new supply of vocational college education and professional bacheloruddannelser, as well as higher adult education (VVU) and diploma courses









Focus





Criteria for relevance





Deepening







1. Demand and customer contact





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.
The applicant must explain and demonstrate

1) that there is an assessment of the current and future needs for educational provision within the geographical area, the supply likely to cover. The needs assessment shall be based on available statistics, and present relevant studies to be involved,

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.







2. Internships





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.







Focus





Criteria of quality





Deepening







3. organisation





The supply is in accordance with the education targets for learning outcomes.





The applicant must explain and demonstrate

1) that the organization is appropriate, so the students can meet the targets for learning outcomes established for the training,

2) that students will have the opportunity to implement one or more parts of the training abroad within the set duration of study.







4. Videngrund-layer





Programme is offered on a knowledge base, which is characterized by professional or professional orientation and developmental orientation.





The applicant must explain and demonstrate

1) to educational supply continually will rely on new knowledge about key trends from the employment areas, which supply target,

2) to supply continuously will rely on new knowledge about relevant test and development work and current results from relevant research fields.







5. Professional environment





Educational supply supported by a sufficiently strong professional environment.





The applicant must explain and demonstrate

1) that there is already a relevant professional environment at the tender spot in the form of relevant related courses, or

2) that there is a plan that makes that a sufficiently strong professional environment can and will be provided.







6. Facilities and resources





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.





The applicant must explain and demonstrate

1) what facilities and resources necessary for students to achieve learning goals for yield (can for example include library, it equipment, premises, equipment, materials and tools),

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.







7. Quality assurance





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.







Annex 3

Criteria for the relevance and quality of the approved provision of vocational college education and professional bacheloruddannelser









THEME 1: Relevance







Focus





Criteria for relevance





Deepening







1. employment





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.







2. Customer-and alumni contact





Educational offer relevance sought is ensured through the continuous contact with customers and graduates.





The supply must explain and demonstrate

that obtained relevant knowledge from a field of buyers and graduates, which is wide for the supply,

This knowledge is used to support the continued relevance.







THEME 2: Knowledge Base







Focus





Criteria of quality





Deepening







3. Vocational and professional orientation





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.







4. Developing orientation in relation to occupation or profession





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.







5. Developing orientation in relation to the research knowledge





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.







Theme 3: Content and organization







Focus





Criteria of quality





Deepening







6. Learning outcomes





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.





The supply must explain and demonstrate

1) which targets for learning outcomes, which are laid down for the supply,

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.







7. Content and organisation
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.





The supply must explain and demonstrate

1) to the professional content of the elements has adequate width, depth and relevance in relation to the learning goals,

2) to the chosen teaching and learning methods are appropriate for that learning goals can be realized,

3) that the interaction supports the achievement of training targets for learning outcomes.







8. Lecturers





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.





The supply must explain and demonstrate

1) that teacher group, overall, meets the requirements for theoretical, technical, educational and professional or professionsmæssige qualifications and competences deriving from the rules for the training,

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.







9. Internship





The internship are organised and implemented, so that the students ' learning should be strengthened in an interplay between theory and practice.





The supply must explain and demonstrate

1) to the internship are organised and carried out appropriately,

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.







10. Quality assurance of the internship





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.







11. Facilities and resources





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.







12. Internationalization





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.







13. Quality assurance of the internationalisation





Ensuring continuous training parts carried out abroad, in sufficiently contribute to the achievement of the overall learning outcomes.





The supply must explain and demonstrate

1) to supply relevant and adequate quality standards to the education sections, the students can choose to implement abroad,

2) to supply continuously shall ensure that quality requirements are met. For example, the Danish educational institution prior to assess and approve the foreign educational elements, which the students can take,

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.







14. Systematic and continuous high-quality work





Working systematically and continuously to ensure and develop the quality of the activities and results.





The supply must explain and demonstrate

1) that systematically carried out activities for quality assurance and – develop the supply,

2) to external and internal stakeholders must be involved, including to supply regularly and systematically ensures the students ' assessment of the supply,

3) to supply user the knowledge obtained through evaluation, quality assurance and development, to improve and develop its activities and results.







Theme 4: Results and objectives







Focus





Criteria of quality





Deepening







15. implementation





Apostasy is minimized, and the students carry out in satisfactory extent.





The supply must explain and demonstrate

1) that have been put in efforts to increase the number of students, which implements, e.g. registration of ratios, study and vocational guidance, and knowledge about the causes of drop-out rates,

2) to achieve satisfactory results with regard to the students ' transposition frequency compared to other offerings within the same or related areas of education.







16. The assessment of learning outcomes





Tests and graduate school ensures a sufficient total lighting of whether a student has achieved targets for learning outcomes.





The supply must explain and demonstrate

1) that the selected tests and exams are suitable to illuminate whether a student will achieve the learning outcomes to be assessed by the test/exam,

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.







17. The achievement of 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.







Annex 4

Qualifications framework for higher education (July 2008)







 





Qualification levels







Describes the four levels of higher education in Denmark.







Vocational college level





 



Persons who obtain degrees at this level: Knowledge





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.







Skills





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.







Competencies





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.







Bachelor level





 



Persons who obtain degrees at this level:
Knowledge





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.







Skills





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.







Competencies





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.







Graduate level





 



Persons who obtain degrees at this level:







Knowledge





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.







Skills





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.







Competencies





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.







Doctoral level





 



Persons who obtain degrees at this level:







Knowledge





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.







Skills





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.







Competencies





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.











 





Descriptions of the ordinary higher degrees in Denmark (type descriptions)





 



Vocational college degree University Bachelor degree





Bachelor's degree





Master's degree doctoral degree







Knowledge and understanding







Vidensfeltet





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.





To be in one or more disciplines have knowledge in selected areas is based on the highest international research within a subject area.





Must have knowledge at the highest international level in the research area.







Understanding and reflection level





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 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 understand and on a scientific basis to reflect (s) knowledge and be able to identify scientific issues.





Must have made a significant contribution to the development of new knowledge and understanding within the research field based on scientific studies.







Skills







The type of skills





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 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).





Will have to master to (s) scientific methods and tools as well as master general skills related to employment within the subject area (s).





Will have to master the scientific methods and tools as well as master other skills related to research and development tasks within the area.







Assessment and decision





Must be able to assess the empirical issues as well as run and choose options.





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.





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 analyze, evaluate and develop new ideas including designing and developing new techniques and skills in the subject area.







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 disseminate research-based knowledge and discuss professional and scientific issues with both peers and non-specialists.





Must be able to take part in international discussions and to disseminate scientific results and progress to a broad audience.







Skills Action-space





Must be able to deal with development-oriented situations.





Must be able to handle complex and development-oriented situations in contexts of work or study.





Must be able to handle complex and development-oriented situations in studying or working relationships.





Must be able to manage labour and development contexts that are complex, unpredictable and require new solutions.





Must be able to design and implement research and development tasks in complex and unpredictable contexts.







Collaboration and responsibility





Must be able to participate in disciplinary and interdisciplinary cooperation with a professional approach.





Must independently could be included in the academic and interdisciplinary collaboration and assume liability within the framework of a professional ethics.





Must independently could be included in the academic and interdisciplinary cooperation with a professional approach.





Should independently be able to initiate and implement disciplinary and interdisciplinary cooperation and undertake professional responsibility.





To be on their own could initiate and engage in national and international cooperation in research and development with scientific integrity.







Learning





To be in a structured context could acquire new knowledge, skills and competencies in relation to the profession.





Must be able to identify their own learning needs and develop their own knowledge, skills and competencies in relation to the profession.





Must be able to identify their own learning needs and structure their own learning in different learning environments.





Should independently be able to take responsibility for their own professional development and specialization.





Must be able to independently initiate research and development projects and thus produce new knowledge and new skills, such as developing research area.







Formal conditions ECTS





90-1501)





180-2402) 3)





1804)





1205)





180







Admission requirements





High school degree or relevant vocational education and training





High school examination with specific requirements for the subjects and levels or vocational training supplemented by requirements of certain secondary subjects and levels or VVU or diploma





High school graduation





Qualifying degree





Master's degree







Continuing education





Professional bacheloruddannelser and diploma courses





Some master's programmes if necessary. through access courses, Masters courses and diploma courses





Master's programmes, master degree programs and diploma courses





PhD and Masters courses





-







Hovedinstitutionstype6) Vocational academies





University colleges





Universities





Universities





Universities







The knowledge base





Business and University based as well as development based





Business and University based as well as development based





Research-based





Research-based





Research





 









 





Descriptions of higher degrees during further education system for adults in Denmark

(type descriptions)





 



VVU-degree





Diploma degree





A master's degree







Knowledge and understanding Vidensfeltet





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.







Understanding and reflection level





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 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 on a scientific basis to reflect (s) knowledge and be able to identify scientific issues.







Skills







The type of skills





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.







Assessment and decision





Must be able to assess the empirical issues and run and choose options.





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 on the basis of scientific knowledge, establish new 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 and discuss professional issues and solutions for both experts and non-specialists.







Competencies







Action-space





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.







Collaboration and responsibility
Must be able to participate in disciplinary and interdisciplinary cooperation with a professional approach.





Must independently could be included in the academic and interdisciplinary collaboration and assume liability within the framework of a professional ethics.





Should independently be able to initiate and implement disciplinary and interdisciplinary cooperation and undertake professional responsibility.







Learning





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.







Formal conditions







ECTS





60





60





60







Admission requirements





High school exam, vocational training

or basic education for adults and 2 years of relevant work experience





Business Academy-training course as well as input or particularly VVU 2 years of relevant work experience





Bachelor, bachelor or diploma and two years of relevant work experience







Continuing education





Diploma





Master's degree programme



 





The main institution-type7) Vocational academies





University colleges





Universities







The knowledge base





Business and University based as well as development based





Business and University based as well as development based





Research-based








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.