Ordinance On Vocational College Education In The Field Of Information Technology

Original Language Title: Bekendtgørelse om erhvervsakademiuddannelse inden for informationsteknologi

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Read the untranslated law here: https://www.retsinformation.dk/Forms/R0710.aspx?id=116535

Overview (table of contents) Chapter 1 purpose and duration of training

Chapter 2 of training content and organisation

Chapter 3 Teacher qualifications

Chapter 4 Exam and assessment

Chapter 5 Other rules

Chapter 6 entry into force and transitional rules

Annex 1 The full text of the Ordinance on vocational college education in the field of information technology

Under section 22, paragraphs 1 and 2, article 23, paragraph 3, and section 30 of Act No. 207 of 31. March 2008 on vocational college education and professional bacheloruddannelser are fixed:

Chapter 1

Training purposes and duration

§ 1. The purpose of the Business Academy training in the field of information technology is to qualify the trained to independently carry out work to analyze, plan and implement solutions that relate to the development, further development and integration of IT systems in private and public companies nationally and internationally.

(2). The graduates should be able to





1) combine basic business understanding and knowledge of the technological concepts with in-depth expertise and knowledge of programming and system development,

2) apply different principles and methods for planning, management and execution of the development process from concept over implementation to maintenance and operation and

3) included in management and collaborative interaction with others with different educational, linguistic and cultural background.





§ 2. Training, there is a full-time education is rated for 2 ½ student FTE. A student FTE is a full-time student work in 1 year. A student FTE is equivalent to 60 points in the European Credit Transfer System (ECTS).

(2). Training must be completed within 5 years after start of study. The institution may, when it is justified by exceptional circumstances, derogate from here.

(3). Business Academy training in the field of information technology gives the right to use the term computer scientist. The English title is Academy Profession Degree in Computer Science.

Chapter 2

Training content and organisation

§ 3. The training consists of a mandatory part that has a scope similar to 100 ECTS credits, a praktikdel that has a scale equivalent to 15 ECTS credits, as well as a valgdel that has a scope similar to 35 ECTS credits.

(2). The compulsory part consists of the following subject areas:





1) company, who must qualify the student to be able to involve relevant business aspects as well as business understanding in connection with systems development in different types of organizations. In the region included the following items in accordance with Annex 1: organizational and business understanding, business analysis, IT and business concepts, management accounting, ERP systems, information technology acquisition as well as organisation and IT security. The subject matter must have a scale equivalent to 15 ECTS credits.

2) System development, which should qualify the student to be able to use modern methods and systems development tools on a systematic basis. In the region included the following items in accordance with Annex 1: modeling, methodology, analysis, design, project work, IT tools, experiments, as well as quality. The subject matter must have a magnitude equal to 25 ECTS credits.

3) programming that must qualify the student for on methodical basis to be able to design, realize and develop IT systems through the use of modern technologies and development tools. In the region included the following items in accordance with Annex 1: algorithms, templates, techniques, and patterns and abstract data types, data structures, programming languages, program quality, language theory, database programming, concurrency, distributed programming and software architecture. The subject matter must have a scale equivalent to 40 ECTS credits.

4) Technology, which should give the students a basic understanding of technological concepts, as well as qualify the student to be able to contribute to the choice and use of technology in connection with system development and programming. In the region included the following items in accordance with Annex 1: operating systems, security, distributed systems, networks, data bases and technology development. The subject matter must have a magnitude equal to 20 ECTS credits.





(3). Internship section consists of:





1) trainee carried out in one or more undertakings in which the student must participate in and gain insights into relevant business functions. Internship course can be organised in a flexible and diversified and must be able to form the basis of the student's final exam project. Internship course must have a scale equivalent to 15 ECTS credits.





(4). Choice section, based on the mandatory part, consists of:





1) Specialty course should give the students the opportunity to qualify for study and vocational competence through specialization and overview of topics that broad related to IT field. Specialty course must have a magnitude equal to 20 ECTS credits. The institution shall organise the process by setting and offer a number of courses within the overall purpose of education.

2) Final Exam project, where the students must demonstrate ability to at an analytic and methodological basis to be able to process a complex and praksisnær issue in relation to a specific task within the IT field. The project must have a scale equivalent to 15 ECTS credits. The student must complete the final exam project in key issues in education.





§ 4. The institution must at the organisation of the training base in relevant professional practice and applied theory.

(2). The institution may organise up to 15 ECTS credits of compulsory part of education in differentiated instruction to ensure students a common study basis.

(3). The institution must ensure progression in the entire educational process.

(4). The institution may in the curriculum establish rules that the students are required to attend classes.

(5). In the training included, to the extent relevant, environmental issues and the interaction between different forms of culture.

Chapter 3

Teacher qualifications

§ 5. Teachers who teach in training, must have graduate level or equivalent level obtained through the second higher education and relevant work experience, which is available to demonstrate the technical and theoretical level. Teachers must usually have relevant professional experience.

(2). Teachers must be able to document an educational qualifying level.

Chapter 4

Exam and assessment

§ 6. For tests and exams, including sample forms, awards, diplomas, complain about the exam, etc., including rules in notice of tests and examinations in vocational education (exam notice) and Ordinance on the grading scale and the other judgement (karakterskala order).

§ 7. The training includes the following 5 external samples:





1) 1 sample, which is before the end of the 2. semester. The test shall be organised so that the wide combines significant areas of 1. years of teaching.

2) 3 samples after 1. academic year, which together provide evidence of at least 2/3 of the training, and in which the respective tests shall demonstrate competence respectively in programming, in the specialty cycle, as well as in education and other areas.

3) The final thesis, which, together with the 3 samples after 1. year of study must demonstrate that the training output level is achieved.





(2). The subject of the final thesis formulated by the student in consultation with the institution and, as far as possible, in collaboration with a company. The institution approves the task ahead of buddy's formulation.

(3). The sample in the final exam project consists of a project and a oral part. 1 overall character.

(4). The test referred to in paragraph 1, no. 1, must be passed before the student can carry out the tests referred to in paragraph 1, no. 2 and 3.

(5). Who can enter into internal tests in training.

Chapter 5

Other rules

§ 8. The institution shall establish within the Executive framework arrangements for training in a curriculum.

(2). The curriculum must include:





1) Goals for and the content and timing of the extent of the individual subjects, including specialized courses, as well as subject-related temporal location in education. The scope of subjects determined in ECTS credits, see. § 3.

2) Goals for and the content and timing of extent of internship and its temporal location of training referred to in article 6. § 3 paragraph 3, nr. 1.

3) guidelines for internship, see. section 3, paragraph 3, nr. 1, which shows requirements and expectations of the parties involved.

4) Description of teaching and learning methods.

5) the requirements for education and examination, including prerequisites in education.

6) indication of any internal samples, see. section 7, paragraph 5.

7) any obligation to attend classes, see. section 4, paragraph 4.

8) rules on weighting of the project and the oral part of the final exam project, see. section 7, paragraph 3.

9) rules on portability of credits.

10) indication of concluded credit agreements.

11) indication of how education possibly offered as open education.


12) any transitional rules, see. Article 10, paragraph 5.





(3). The curriculum indicate that the institution when it is justified by exceptional circumstances, may grant derogations from the rules in the curriculum, which is provided by the institution.

(4). In a study programme established and substantial changes to the curriculum, taking the institution contact to students and customers. In addition, obtain the opinion of the censor, the Presidency, of the basic regulation. exam notice. Other providers of education are informed with a view to the coordination of the training.

(5). By the issue of new curriculum and by significant changes thereof lays down transitional rules in the curriculum.

(6). Relevant educational institutions and censor the Presidency must be informed about the curriculum and amendments thereto.

(7). The updated curriculum must be publicly available on the institution's website.

§ 9. The institution's decisions under this Ordinance may be brought before the Ministry of education, when the complaint relates to legal questions. The complaint shall be submitted to the institution, which shall deliver its opinion that the complainant shall be given the opportunity to comment within a period of 1 week. If the institution maintains its decision, the institution sends the complaint to the Ministry attached to the opinion and the complainant's comments to do so.

(2). Time limit for filing a complaint in accordance with paragraph 1 is 2 weeks from the day the decision is communicated to the complainant.

Chapter 6

Date of entry into force and transitional rules

§ 10. The notice shall enter into force on the 1. July 2008.

(2). At the same time repealed Executive Order No. 633 of 18. June 2007 on vocational college education (AK) in the field of information technology (computer science, ALAS).

(3). Students who have begun training in accordance with the existing rules can complete training in accordance with these rules. However, training must be completed no later than the 1. March 2011, see. However, paragraph 4.

(4). The institution shall fix a time for the last time after the time referred to in paragraph 3 shall be borne exam for students who are following training in accordance with the rules of the Act on open education.

(5). The institution may in the curriculum provide for transitional rules for students who have begun training in accordance with the existing rules and who wants to quit training after this announcement.

§ 11. The requirements of section 5, paragraph 1, does not apply to teachers on the entry into force of Decree No. 248 of 29. March 1996 on datamatiker was employed for teaching by datamatiker.
The Ministry of education, the 9. June 2008 P.M.V. Jens Strunge Peasant head/Jens Nielsen Annex 1

of april 2008 notice of vocational college education in the field of information technology

Compulsory subjects

Topic Area: Company

Organizational and business understanding

The aim is that the student




1) can understand organizational structures and the factors that determine the Organization's structure,

2) can understand the company's management and business processes,

3) can understand leadership styles, including project management, as well as individuals ' and groups ' behaviour in the organisation and

4) can understand organizational change processes in connection with new IT application.



Business analysis

The aim is that the student




1) can articulate the company's needs for IT systems,

2) may prepare a Business Case,

3) can analyze and develop descriptions of the company's business areas and business processes and

4) can understand the innovation process and participate in the elaboration of visions for new IT solutions.



It and business concepts

The aim is that the student




1) can understand various e-business models,

2) can prepare an IT strategy, including the context for e-business concepts on the basis of a corporate strategy and

3) can understand business strategies and IT strategies important for enterprise IT systems.



Financial management

The aim is that the student




1) have knowledge of economic concepts and principles and methods for the registration of management information,

2) can participate in the preparation of cost-benefitanalyser and investment calculations and

3) can participate in the elaboration of economic forecasts and analyses.



ERP-systems

The aim is that the student




1) have knowledge of ERP-systems characteristics, structure and functioning,

2) must be able to uncover an ERP-system applications as well as make business adjustments,

3) can use models to describe the company's systems and

4) ERP system can understand the context of the company's core processes as well as external contexts.



It acquisition

The aim is that the student




1) can understand and describe the consequences of IT acquisition and

2) can understand approaches to implementation of IT systems.



Organization and IT-security

The aim is that the student




1) can analyze a company organizing computer security,

2) have knowledge of organizational simulate the importance of computer security and

3) have knowledge about risk assessment and vulnerability assessment.



Topic Area: Systems Development

Modeling

The aim is that the student




1) can understand the importance of modeling in the context of system development,

2) can apply tools and techniques for the construction of relevant models,

3) can produce models based on patterns and

4) can understand the component-based development.



Method

The aim is that the student




1) can apply a current system development method

2) can understand other systems development methods,

3) situational can choose and/or adapt a method and

4) can apply techniques for the involvement of users in the system development.



Analysis

The aim is that the student




1) can carry out analysis of systems development domain in order to understand the business and technological conditions and determine requirements.



Design

The aim is that the student




1) can draw up design of appropriate IT systems and can run and distinguish between different solutions compared to requirements and conditions

2) can draw up design of an overall architecture for centralized as well as distributed systems,

3) can draw up design of user interfaces and

4) can draw up design of databases.



Project work

The aim is that the student




1) can be competent participant in a development project,

2) can understand a project organizational characteristics,

3) can organize and manage smaller development projects, including estimating and planning,

4) can understand several different process models,

5) can understand global and intercultural development projects in nature and

6) can model a project by situational strategy choice of and/or customization of a process model.



It tools

The aim is that the student




1) can use IT tools to support activities in a systems development courses.



Experiments

The aim is that the student




1) can understand the relevance of experiments as part of or complementary to systems development methods,

2) can use experiments to systematic identification of user requirements and

3) can use experiments to systematic examination of technological possibilities and limitations.



Quality

The aim is that the student




1) can understand the importance of quality criteria for systems development process and the system's final shape,

2) can ensure the quality of the process through estimation, planning, regulation, and evaluation and

3) can ensure the quality of the product, including through the use of various kinds of test.



Topic Area: Programming

Algorithms

The aim is that the student




1) can specify and construct algorithms and

2) can understand both qualitative and quantitative properties of algorithms.



Templates, techniques, and patterns

The aim is that the student




1) can apply fundamental algorithm and programming techniques and templates

2) may use key design patterns.



Data structures, abstract data types

The aim is that the student




1) have knowledge of classic data structures, including their qualitative and quantitative properties,

2) can understand specifications of abstract data types,

3) can select appropriate data structures for implementation of abstract data types and

4) can apply the abstract data types by realization of programs.



Programming language

The aim is that the student




1) can use the language for realization of algorithms, templates, patterns, abstractions and data structures,

2) can use language for the realization of design models,

3) can use the language's associated application libraries,

4) can use the language and its associated application libraries for realization of user interfaces and

5) may apply to the language associated with a development environment.



Program quality


The aim is that the student




1) have knowledge of criteria for program quality and

2) can use the resources and tools for achieving quality programs including test.



Language theory

The aim is that the student




1) has knowledge of the formal description of the language's syntax and semantics and

2) have knowledge about mechanisms of abstraction in modern programming languages.



Database programming

The aim is that the student




1) can realize models in a database system

2) can construct applications that use a database interface and

3) can use a database system, data definition language and-manipulation language.



Concurrency

The aim is that the student




1) can design and construct a program which cooperating processes and

2) can apply the techniques of construction of programs with multiple simultaneous users.



Distributed programming

The aim is that the student




1) can design and construct applications based on collaborative processes in a distributed architecture and

2) can construct applications that use modern network technologies.



Software architecture

The aim is that the student




1) can use patterns for software architecture, including frameworks and

2) can use and develop software components.



Subject Matter: Technology

Operating systems

The aim is that the student




1) have knowledge of memory management and its impact on program execution,

2) have knowledge of facilities in modern file systems,

3) can understand the organisation and execution of processes and threads, as well as apply mechanisms for synchronization of these,

4) have knowledge of construction of computers and operating systems and

5) has knowledge of how the underlying layer of support structures in the chosen programming language.



Security

The aim is that the student




1) have knowledge of the principles of the construction of fault tolerant systems,

2) can use standard components for secure communications,

3) can understand core security concepts, including authorization, authentication, encryption and loggings and

4) can understand the key threats of a technical nature, as an IT system may be exposed to and understand how these threats can be countered.



Distributed systems

The aim is that the student




1) can understand the principles of design and realization of distributed systems,

2) can apply widely used application protocols for the construction of distributed systems,

3) can understand techniques for integration of inhomogeneous systems.

4) can analyze system architectures and can make a selection between solutions to a given task and

5) can understand the functionality of the different types of standard servers, including Web servers and application servers as well as use of services these offers.



Network

The aim is that the student




1) can understand a layered communication model,

2) can use a programming interface for communication networks,

3) can understand addressing in networks and

4) has knowledge of the types of networks and components in the network.



Databases

The aim is that the student




1) can understand the facilities in operation and of a modern database server, including transaction management, and

2) can understand how the database server executes queries.



Technology development

The aim is that the student




1) has knowledge of the technological development, including development trends.