Ordinance On Accreditation Of Higher Education Institutions And The Approval Of New Higher Education Under The Ministry Of Culture

Original Language Title: Bekendtgørelse om akkreditering af videregående uddannelsesinstitutioner og godkendelse af nye videregående uddannelser under Kulturministeriet

Subscribe to a Global-Regulation Premium Membership Today!

Key Benefits:

Subscribe Now for only USD$20 per month, or Get a Day Pass for only USD$4.99.
Overview (table of contents)



Chapter 1



Institutional accreditation





Chapter 2



Education Accreditation





Chapter 3



Prequalification of new courses





Chapter 4



Approval of courses





Chapter 5



Access to justice





Chapter 6



Entry into force, etc.





Annex 1



Criteria for institutional accreditation





Annex 2



Criteria for training accreditation





Annex 3



Descriptions of undergraduate, graduate and master's degree from the higher artistic education institutions in the framework for higher education degrees in Denmark (type descriptions)





Annex 4



Criteria for prequalification



The full text of the Ordinance on accreditation of higher education institutions and the approval of new higher education under the Ministry of culture

Under section 26, paragraph 1, of the lov nr. 601 of 12. June 2013 on accreditation of higher education institutions is fixed: Chapter 1 Institutional accreditation section 1. Accreditation, the Council shall decide, on the basis of a global assessment decision on institutional accreditation of higher education institutions under the Ministry of culture on the basis of the criteria contained in annex 1 to this order.

(2). Accreditation Council publishes decisions and the associated accreditation reports.

§ 2. Educational institutions prepare self-evaluation report, submitted to the Accreditation Council within a time limit specified by the Council.

(2). Accreditation of an institution deemed to be commenced 80 working days before the deadline set in accordance with paragraph 1.

§ 3. Danish Accreditation institution shall lay down procedures for the handling and evaluation of application for institutional accreditation of educational institutions, taking into account differences in the type and size of institution.

(2). Danish Accreditation institution obtains at the educational institution the information necessary and sufficient for the handling and evaluation of the application and for the Accreditation Council decision. Danish Accreditation institution may as a condition for the timely preparation of the accreditation report set a final deadline for the receipt of additional information from educational institutions.

(3). Danish Accreditation institution publishes guidance to educational institutions as well as the procedures laid down in accordance with paragraph 1.

§ 4. Accreditation Council shall take a decision on conditional positive institutional accreditation respectively positive or refusal of institutional accreditation.

(2). The decision shall be communicated to the educational institution and the Ministry of culture no later than 5 working days after the decision has been taken.

Chapter 2 section 5 Education Accreditation. Accreditation, the Council shall decide, on the basis of a global assessment decision on accreditation of higher education by educational institutions under the Ministry of culture on the basis of the criteria set out in annex 2 of this order.

(2). Education targets for learning outcomes are assessed in relation to the type of descriptors for the individual study programmes, as evidenced by the qualifications framework for higher education, see. This order as annex 3 for descriptions of undergraduate, graduate and master's degree from the higher artistic education institutions, as well as for the description of diploma degree under the further education system for adults.

(3). Accreditation Council publishes decisions and the associated accreditation reports.

§ 6. Danish Accreditation institution shall lay down procedures for the handling and evaluation of applications for educational accreditation, taking into account differences in education and application type.

(2). Danish Accreditation institution obtains at the educational institution the information necessary and sufficient for the handling and evaluation of the application and for the Accreditation Council decision. Danish Accreditation institution may as a condition for the timely preparation of the accreditation report set a final deadline for the receipt of additional information.

(3). Danish Accreditation institution publishes guidance to educational institutions as well as the procedures laid down in accordance with paragraph 1.

§ 7. Accreditation Council shall take a decision on conditional positive educational accreditation respectively positive or gives refusal of educational accreditation. For new courses, however, the Council can only decide on positive training accreditation or refuse the educational accreditation.

(2). The decision shall be communicated to the educational institution and the Ministry of culture no later than 5 working days after the decision has been taken.

Chapter 3 Prequalification of new education section 8. The Ministry of culture, higher education institutions, the candidate for prequalification of new courses.

§ 9. Application for prequalification must be submitted before the educational institution 1) creates a new higher education or replaces a Danish language training with the same training in another language than Danish education, or 2) moving an existing training to another city.

(2). The Ministry of culture, in special cases, grant derogations from paragraph 1, no. 2. section 10. Application for prequalification may be submitted twice a year to the Ministry of culture. Applications published after the application deadline.

(2). The educational institution's application for prequalification of a new higher education, see. § 9 (1) (8). 1 should include: 1) information on the training needs assessment and approval and subsequent inclusion in the Ministry of Research, Innovation and higher education training directory of higher education.

2) Statement and evidence of how the training meets criteria 1 and 2 in annex 4 of this notice.

(3). The educational institution's application for prequalification for moving an existing education, see. § 9 (1) (8). 2, should include: 1) information on the training needs assessment and approval and subsequent inclusion in the Ministry of Research, Innovation and higher education training directory of higher education.

2) Statement and evidence of how the training meets criterion 2 of annex 4 to this notice.

(4). The Ministry of culture shall publish guidance to institutions as well as the deadlines for the submission of the application.

§ 11. The Minister of culture may use external advice by prequalification of new courses.

Chapter 4-approval of education section 12. The Minister of culture shall decide, on the basis of completed prequalification decision on: 1) approval to creation of new training.

2) Preliminary approval to creation of new training conditional on subsequent positive educational accreditation or institutional accreditation.

3) refusal of approval to creation of new training.

(2). For applications pursuant to section 9, paragraph 1, no. 2, the Minister may, in exceptional cases, to take a decision on the relocation of an approved training can be implemented without subsequent educational accreditation, regardless of the educational institution is not positive institution accredited. It will form part of the basis for the decision whether the training you want moved, is approved after positive educational accreditation.

(3). Preliminary approval in accordance with paragraph 1, nr. 2, will lapse if not achieved positive educational accreditation or institutional accreditation within a time limit specified in the decision. The time limit shall be fixed taking account of the time framework for ongoing institutional accreditation or subsequent educational accreditation.

(4). The Minister's decision on the approval or tentative approval is granted usually educational institution within 10 weeks after the receipt of the application, accompanied by the necessary information.

(5). Draft refusal of approval for the creation of new education, see. (1). 3 shall be communicated to the educational institution, which can make an objection within 10 working days after receipt thereof.

(6). The Minister's decisions in accordance with paragraph 1 shall be published on the Ministry's website.

§ 13. The Minister shall decide on the approval of existing education after positive educational accreditation.

Chapter 5 appeals section 14. Complaints about legal issues at the Accreditation Council decisions can be brought before the Agency by the parties for higher education within 14 days after the decision is communicated to the party without prejudice. section 28, paragraph 2, of the law on accreditation of higher education institutions.

(2). Agency's decisions in accordance with paragraph 1 may not be brought before the higher administrative authority.

Chapter 6 entry into force, etc.

§ 15. The notice shall enter into force on the 1. April 2014.

(2). At the same time repealed Executive Order No. 1174 by 1. December 2008 on accreditation and accreditation of higher education under the Ministry of culture.

The Ministry of culture, the 14. March 2014 Marianne Jelved/Kristoffer Nilsson



Annex 1 criteria for institutional accreditation in quality assurance policy and strategy. The institution has a quality assurance policy and strategy for continuous protection and development of education quality and relevance.





 
Analysis:









The institution's quality assurance policy and strategy must be publicly accessible and shall















fix concrete and ambitious goals for the institution's overall quality assurance and development

















describe the processes and procedures that will support that the set goals are achieved, and to ensure that relevant issues and challenges continuously captured and managed,

















include all the institution's higher education, regardless of location and organizational form, and cover all areas relevant to the protection and development of education quality and relevance, see. criteria III-V.







 

 



 

 







II. Quality management and organisation of quality assurance work is anchored at management level and be organized and implemented in such a way that it promotes the development and maintenance of an inclusive quality culture that supports and promotes education quality and relevance.





 

 







Analysis:









Quality assurance work shall be implemented in accordance with the institution's quality assurance policy and strategy and to















include all levels of management and rely on a clear responsibility and work flow

















ongoing involvement of teachers and students as well as involve other relevant internal and external actors and stakeholders,

















implemented ongoing, systematic and targeted,

















rely on continuous collection, analysis and use of relevant information on training, e.g. information on admission procedures, number of applicants, and recorded, educational activity, drop-out rates, employment, execution time and internationalisation,

















rely on clear descriptions of when there is unsatisfactory conditions that require action, as well as procedures for follow-up,

















include systematic assessments of development needs and opportunities.







 

 



 

 







III. Education and knowledge Institution has a practice which ensures that education and training are consistently based on a knowledge base, which is equivalent to the degree type description for higher artistic education – and, where applicable, diploma degree in the Danish qualifications framework for higher education — and provides a solid basis for the achievement of the education targets for learning outcomes.





 

 







Analysis:









Knowledge Base includes the institution's strategic and practical work to ensure that relevant and up to date knowledge basis for education and are actively involved in the ongoing process of education. The institution must ensure















that education is associated with relevant academic environments and continuous based on new knowledge which is relevant for the study programmes at the level of interest, and which have been obtained in accordance with the provisions of the law on education and knowledge base,

















the teachers have academic qualifications, which are up-to-date and continuously developed,

















that teachers participating in or have active contact with relevant artistic practice or research environments and development environments, see. education and legal knowledge, and continuously incorporate knowledge and experiences from here in teaching,

















that students have active contacts with the relevant knowledge base, for example through participation in activities related thereto.







 

 



 

 







IV. Education level and content of the institution has a practice which ensures that the courses have the right level as well as a professional content and an educational quality that supports student learning and achievement of training targets for learning outcomes.





 

 







Analysis:









The institution must ensure















the courses constantly have a level which corresponds to the description of undergraduate, graduate and master's degree from the higher artistic education and diploma degree in the Danish qualifications framework for higher education,

















the content of education reflects the education targets for learning outcomes, as well as to the organisation of teaching and pedagogical quality supports student learning and achievement of objectives,

















the procedures for admission of students supporting education targets for learning outcomes, as well as the implementation of ongoing and regular evaluations of procedures for admission, and that results from here applying systematically,

















the implementation of ongoing and regular student evaluations of courses and teaching, and the results from here applying systematically,

















sharing of training undertaken outside of the institution, including e.g. internship and training parts carried out abroad, benefit from a systematic quality assurance work,










the facilities and resources in the educational sites supports the teaching and the students ' implementation of education and training,

















the implementation of regular evaluations of training, and that the results from here to be involved in the further development of training objectives for learning outcomes, content and organisation.







 

 



 

 







V. relevance of Education Institution has a practice which ensures that both new and existing education reflects the labour market as well as art-and culture needs and continuously adapted to the social development and changing needs within the labour market as well as the artistic and cultural life.





 

 







Deepening









The institution must ensure















that training reflects the labour market as well as art-and cultural needs, and that the students gain relevant skills,

















to relevant external stakeholders, including demand side and graduates from training, continuously and systematically be involved in dialogue on education, including their targets for learning outcomes, content and results, and that results from it is used in the adaptation of education and training,

















that key external stakeholders, including demand side, be involved in the development and assessment of new education proposals,

















to graduates employment situation and developments on the labour market as well as in the arts and cultural life continuously monitored, and the results from it are systematically assessed for the purpose of further defining, when the employment situation gives rise to distinct initiatives.







 

 



 

 











Annex 2 criteria for educational accreditation Number and title









Criterion











Theme 1: Relevance and needs (Theme 1 is only used by accrediting existing study programmes)









1. Relevance





Training works to ensure its relevance through ongoing contact with customers and graduates.







2. employment





(a).





The training demonstrates that graduates in adequately retraining themselves or find employment where professionalism is applicable





 



(b).





Training works to promote the students ' transition to the labour market through vocational guidance and marketing of training across from buyers.





 







Theme 2: Content and organization









3. Qualifications Framework





Training targets for learning outcomes are in level in accordance with the relevant degree type description in the Danish qualifications framework for higher education.







4. Structure and contents





There is a correlation between education targets for learning outcomes and the contents and the weighting of the individual elements of the training.







5. Teaching and learning methods





They used education and forms of work are relevant to the learning targets for learning outcomes.







6. Evaluation forms





They used appraisal and evaluation forms ensures an overall lighting of about students have realized the education targets for learning outcomes.







7. Internationalization





Training works to promote internationalization in accordance with training targets for learning outcomes.







8. Facilities and material resources





Physical education facilities and material resources relevant to achieving education targets for learning outcomes.





 

 







Theme 3: Knowledge Base









9. Artistic development enterprise, knowledge from academic practice and research





(a).





The training is based on:

– artistic development company and/or

– knowledge from academic practice and/or

– research.





 



(b).





The training provides students with the knowledge of the basic principles of artistic development work, experience of assessing and applying methods for artistic development and General artistic competences in accordance with the education targets for learning outcomes.





 



(c).





The training provides students with knowledge about scientific theory, experience of assessing and applying scientific methods and general academic skills in accordance with training targets for learning outcomes.





 



(d).





The extent of training knowledge base is based on artistic development work, is the artistic environment, which belongs to the training of high-quality





 



(e).





The extent of training knowledge base is based on research, the research environment, which belongs to the training of high-quality







10. Teachers





Teachers have overall theoretical/artistic/practical and pedagogical qualifications and/or skills that are relevant in order to achieve the expected learning outcomes.





 

 







Theme 4: Quality work









11. Systematic and continuous quality work





Training are working systematically and continuously to ensure and develop the quality of its activities and results, among other things, the involvement of external and internal stakeholders.







12. Recording and implementation
(a).





Training implements recording in a way that is relevant to the learning targets for learning outcomes





 



(b).





Training minimizes unnecessary dropouts and promote students ' implementation.





 







Theme 5: Result and goal achievement (Theme 5 is only used by accrediting existing study programmes)









13. the performance and goal achievement





Student learning outcomes after graduation corresponds with education targets for learning outcomes.





 

 

 











Annex 3 Descriptions of undergraduate, graduate and master's degree from the higher artistic education institutions in the framework for higher education degrees in Denmark (type descriptions) Bachelor's degree from the higher artistic education institutions





(Bachelor of Arts/Fine Arts)









Master's degree from the higher artistic education institutions





(Master of Arts/Fine Arts)









A master's degree from the higher artistic education institutions











Knowledge and understanding









Vidensfeltet





Must have knowledge of the practices and methods-based artistic and research-based knowledge of theory within the relevant parts of the subject





Within the subject area must have knowledge in selected areas is based on internationally recognized artistic practices, artistic development company and leading research in relevant areas of expertise





Must be within a specialized area or in a broader perspective on a professional area have knowledge and understanding, as in selected areas is based on internationally recognized artistic practices, artistic development company and leading research in relevant areas of expertise







Understanding and reflection level





Must be able to understand and reflect artistic practices and methods, and relevant scientific theory





Must be able to understand and reflect on the knowledge as well as to be able to identify artistic challenges and scientific issues





Must be able to understand and reflect on the knowledge as well as to be able to identify artistic challenges and relevant scientific issues









Skills









The type of skills





To be able to use artistic and scientific methods, tools and forms of expression as well as general skills related to employment within the subject area





Will have to master to artistic methods, tools and forms of expression and be able to apply scientific methods and tools, as well as master general skills related to employment within the subject area





Must be able to apply to methods, tools and forms of expression, as well as master general skills related to employment within the selected area.







Assessment and decision





Must be able to assess the artistic challenges, practical and theoretical issues as well as justifying and selecting relevant terms and options





Must be able to assess and select from to artistic and scientific theories, methodologies and tools, as well as on an artistic or scientific basis put new terms and options





Must be able to assess theoretical and practical issues, as well as on an artistic or scientific basis put new terms and options







Dissemination





Must be able to convey the artistic expression and professional issues for both experts and non-specialists





Must be able to carry out artistic intermediary activities and discuss professional and relevant scientific issues with both peers and non-specialists





Must be able to communicate and discuss professional issues and solutions to both peers and non-specialists









Competencies









Action space





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 or expressions.





Must be able to manage and develop the social contexts that are complex, unpredictable and require new solutions or expressions







Collaboration and responsibility





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





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







Learning





Must be able to identify their own learning needs and

structure the 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 take responsibility for own professional development









Formal conditions









ECTS





180





120-180





60







Admission requirements





High school exam and/or audition





Qualifying degree/level, and in some cases auditions





Bachelor, bachelor or diploma as well as

2 years of relevant work experience







Continuing education





Some master's programmes, master degree programs and diploma courses





Ph.d., soloist and Masters courses







Institution type
Artistic educational institutions with bachelor-master structure





Artistic educational institutions with bachelor-master structure





Artistic educational institutions with undergraduate master's structure







The knowledge base





Artistic and research-based





Artistic and research-based





Artistic and research-based











Descriptions of diploma degree under the further education system for adults in Denmark (the type description) Bachelor degree











Knowledge and understanding









Vidensfeltet





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







Understanding and reflection level





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









Skills









The type of skills





Must be able to apply methods and tools and will have to master the skills related to employment within the selected area







Assessment and decision





Must be able to assess the empirical and theoretical issues as well as justifying and selecting relevant options







Dissemination





Must be able to communicate the empirical and professional issues and solutions for partners and users









Competencies









Action space





Must be able to handle complex and development-oriented situations in work contexts







Cooperation and

responsibility





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







Learning





Must be able to develop own practice









Formal conditions









ECTS





60







Admission requirements





Business Academy training, VVU or particularly input sequences as well as 2 years of relevant work experience







Continuing education





Master's degree programme







The main institution-type1) colleges







The knowledge base





Business and University based as well as development based





 

 







Note to table: 1) indicates which type of institution which, as a general rule, the concerned degree provider type. There are exceptions to the general rule, URf.eks. can a Business College is approved for the provision of professional bacheloruddannelser, like the diploma degree HD (diploma of business studies) offered by universities.





 

 











Annex 4 criteria for prequalification criteria 1. Needs and relevance There is a need for training in the Danish society, which may not adequately met by existing programs.





 

 





The application must















documenting a current needs within the labour market as well as art-and cultural life or probability make a future needs,

















demonstrate that the key external stakeholders, including demand side, has been involved in the assessment of the need for graduates from the concrete training proposals.







 

 



 

 







Criterion 2. Coherence in the educational system Training contributes to enhanced coherence in the educational system nationally and/or regionally and can be implemented without substantial deterioration of the conditions of existing courses.





 





Analysis:















When applying for new range of existing training must also be demonstrated how the new supply will contribute to fulfilment of the need for training, national and regional.







 



 

 

Related Laws