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Regulations On The Supervision Of Quality In Vocational Training (Vocational School Supervisory Regulations)

Original Language Title: Forskrift om tilsyn med kvaliteten i fagskoleutdanning (fagskoletilsynsforskriften)

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Regulations on the Supervision of quality in vocational training (vocational school supervisory regulations)


Date FOR-2013-12-12-1504


Affairs Ministry


Published In 2013 Booklet 18


Commencement 12/12/2013

Edited


Changes


For
Norway

Legal

LOV-2003-06-20-56-§2, TO-2010-02-01-96-§5-1, TO-2010-02-01-96-5-2

Promulgated
19.12.2013 kl. 15.20

Short Title
Fagskole Supervision Regulations

Chapter Overview:

Chapter 1 General provisions (§§ 1-1 - 1-3)
Chapter 2. Surveyor (§§ 2-1 - 2-4)
Chapter 3. Requirements for approval of vocational training (§ § 3-1 - 3-8)
Chapter 4. Requirements for approval of field (§§ 4-1 - 4-6)
Chapter 5. System for quality assurance (§§ 5-1 - 5-2 )
Chapter 6. Audit of existing operations (§§ 6-1 - 6-2)
Chapter 7. Commencement and transitional arrangements (§7-1)

Remarks
Adopted by NOKUT 12 December 2013 pursuant to Act 20 June 2003 no. 56 on vocational training (vocational school Act) § 2, cf. Regulation on 1 February 2010 No.. 96 on quality assurance and quality in higher education and vocational training § 5.1 and § 5.2.

Chapter 1 General provisions

§ 1-1. Scope The regulation applies to the recognition and supervision of vocational training and providers that provide vocational training for law on 20 June 2003 no. 56 on vocational training (vocational school Act) § 2, cf. Regulation on 1 February 2010 No.. 96 on quality assurance and quality in higher education and vocational training § 5.1 and § 5.2.

§ 1-2. Applications for approval
(1) Applications must be submitted through NOKUT online application center within stipulated deadlines.

(2) Applications must be completed in accordance with NOKUT's current online application and seek guidance.

§ 1-3. Duty
(1) The offeror shall keep NOKUT informed about details of the technical college and approved vocational education.

(2) The offeror shall report the data to DBH Fagskole Statistics (DBH F) by the stipulated deadlines.

Chapter 2. Surveyor

§ 2-1. Appointment of experts NOKUT shall appoint experts on the recognition of vocational education and discipline. Tenderers shall be given an opportunity to comment NOKUT proposal experts before appointment.

§ 2-2. Experts' impartiality Assessors shall not have tasks at technical schools or have other connections to providers who may incur disqualification.

§ 2-3. Experts' competence by the approval and revision of vocational education
(1) Upon approval and revision of vocational education the experts shall collectively have the following competencies:

A)
Formal education at least at the level of two-year college graduate in a relevant area. Formal education can be replaced with significant relevant work experience.

B)
Formal teacher training or relevant teaching practices.

C)
Relevant knowledge and experience of relevant professional fields.

D)
For approval of programs where another authority provides certification or authorization, the experts shall have knowledge of certification / authorization requirements.

(2) Upon publication of education in operation, there should be a student of the committee.

§ 2-4. Experts' competence by the approval and revision of field
(1) Upon approval and revision of discipline the experts shall collectively have the following competencies:

A)
Practice of relevant professional fields, and updated knowledge on trends in the profession.

B)
Formal education at least at the level of two-year college graduate in a relevant area within similar or related field of study.

C)
Formal pedagogical education and relevant teaching practices.

D)
Experience in management of educational institutions in tertiary education.

E)
Knowledge of both secondary schools, vocational and higher education.

(F)
One student representative with experience in education provider's management or other key student trust.

Chapter 3. Requirements for approval of vocational

§ 3-1. Basic conditions for providing vocational
(1) Requirements in College Act and regulations must be met. NOKUT considering the following requirements:

A)
Basis for admission. The basis for admission must be relevant qualifications at level 4 in the National Qualifications Framework for lifelong learning. Applicants are entitled to review whether they are eligible for admission to an education based on total qualifications.

B)
System for quality assurance.

C)
Organization and Management. It is the provider's board which is responsible for education.

D)
Students' learning environment and rights.

E)
diploma.

F)

Regulations. Regulations shall determine students' rights and duties, and be designed so that it ensures equal and impartial treatment.

G)
Appeals. Board itself establishes rules for handling appeals. At least one student will be a member of the appeal body.

(2) Providers shall collaborate with stakeholders in the professional field and participate in professional networks that ensure that education learning outcomes are relevant to the profession.

(3) Educational regulated by national or international standards, conventions and agreements shall meet the requirements therein.

(4) courses for which practice there must be agreements that regulate significant issues of importance to students.

(5) The program will comprise of 30, 60, 90 or 120 technical school credits.

(6) The total number of working hours for students should normally be between 1500 to 1800 hours per year.

§ 3-2. Learning outcomes The program will provide a unified learning outcomes that are relevant to the profession. The learning outcomes should describe the knowledge, skills and general competencies that students achieve after completing education, cf. National Qualifications Framework for lifelong learning.

§ 3-3. Educational content and structure
(1) Educational name should be adequate for contents and the learning outcomes education provides.

(2) Educational content must be suitable for achieving the learning outcomes.

(3) The various topics will collectively help students achieve education learning outcomes.

(4) The study plan should clearly show the education content and structure.

§ 3-4. Teaching Methods and Learning Activities
(1) Education shall have an educational program that ensures good guidance and supervision of the students as a group and individual.

(2) Teaching methods and learning activities, including any practice should be adapted to the learning outcomes to be achieved.

§ 3-5. The academic community associated education
(1) Teaching Personnel composition and collective expertise should be adapted to education as described in the curriculum. The teaching staff must collectively have the following competencies:

A)
Formal education at least at the same level as taught within the subject area or nearby areas. For new fields where it has not yet offered tertiary education, prolonged work experience in lieu of formal education.

B)
Pedagogical competence relevant for education. At least one person should have formal educational training and experience, and a special responsibility for education teaching programs.

C)
Digital competence relevant for education.

D)
Relevant and updated professional experience.

(2) of courses for practice, external practice supervisors have the skills to guide and assess students in practice.

(3) The teaching staff must be large and stable enough to carry out scheduled learning activities.

(4) The program should have a professional responsibility with formal academic qualifications. Academic responsible task is to ensure that students complete education as described in the plan and achieve the learning outcomes. Professional responsibility must be employed by an undertaking for a minimum of 50 percent position.

§ 3-6. Examinations and marking
(1) Assessment arrangements shall be appropriate to assess whether learning outcomes are achieved.

(2) The examiners shall have competence to assess whether learning outcomes are achieved.

§ 3-7. Infrastructure Providers shall have facilities, equipment, information, administrative and technical services, ICT resources and working conditions that are customized education and constituting a proper learning and working environment for students and staff.

§ 3-8. Significant changes following changes in education are significant and must be approved by NOKUT:

A)
Name of the education.

B)
Establishment in new places.

C)
Change of location-based to online education or vice versa.

D)
Changes in the overall learning outcomes for education, cf. § 3-2.

Chapter 4. Requirements for approval of field

§ 4-1. Requirements for approval of field
(1) Providers seeking approval of field must meet the basic prerequisites for providing vocational training, cf. § 3-1.

(2) Providers seeking approval of discipline must be registered in the CCR.

(3) In order to get approval of the field, providers must satisfy the requirements of § 05.02 (3) of the Regulation on quality assurance and recognition in higher education and vocational training. In addition, all requirements of this chapter be satisfactorily fulfilled.

§ 4-2. The subject field appraisal
(1) The subject should be related to recognized professional fields.

(2) The field shall have sufficient scientific breadth to include more education.


§ 4-3. Offerors primary business
(1) Offerors primary activities must be clearly delineated from other activities.

(2) The bidder shall have regular admission of students and a satisfactory throughput.

(3) Offerors strategy theme will provide the basis for stable business in five years.

§ 4-4. Offerors organization and infrastructure
(1) Offerors organization must be adapted to the educational activities. The tenderer shall have:

A)
Well functioning administrative services and good information to students.

B)
Student adapted students and educational activities.

C)
resources and facilities in terms of facilities, equipment and information services that are customized educational activities and constituting a fully satisfactory learning and working environment for students and staff.

D)
Satisfactory procedures for creating new programs and further development of established programs. Students will participate in this work.

E)
Procedures for safeguarding employees' competence.

F)
A functioning student democracy, and could demonstrate results by working with students.

G)
A functioning system of quality assurance that has been in use for at least one year after NOKUT recognition system.

§ 4-5. The academic community
(1) The academic community must be large and stable enough to cover teaching, quality assurance and development tasks in the field. Professional environment expertise must be broad enough to cover the most important parts of the art.

(2) The bidder must have employees in their primary employment in the academic community with formal education at the level of vocational training in similar or related field of study. At least 50 percent of employees must be permanently employed by the offeror.

(3) scientific communities permanent staff must have formal teaching qualifications, to an extent that makes it possible to develop educational methods and tools.

(4) The academic community must have relevant professional experience.

§ 4-6. Cooperation with professional field
(1) The bidder must have a formal partnership with relevant stakeholders in the professional field of development and implementation of programs in the field.

(2) The academic community must demonstrate satisfactory results from participation in regional, national and possibly international cooperation and participate in professional networks relevant to the subject area.

Chapter 5. System of quality assurance

§ 5-1. Requirements for quality assurance system
(1) The bidder shall have a system description consisting of the various elements of the quality assurance system and shows the relationship between these. The description shall include responsibilities and reporting lines, and it shall state how the information system generates is used to develop and improve education.

(2) The bidder should set targets for quality in education. Quantitative information should indicate whether the goals are reached.

(3) The Offeror shall obtain feedback about the quality of education by:

A)
Students.

B)
teaching staff.

C)
Sensors.

D)
Actors in the professional field.

(4) For each education provider shall review annually the quality of education based on the information obtained through the quality assurance system. Providers must also consider whether programs meet the requirements for approval of vocational training in the law and regulations.

(5) Management shall prepare an annual report to the Board with an overall assessment of education quality in education.

(6) For providers seeking approval of trades, the system description include routine for establishing new programs, cf. § 4-4 d).

(7) Providers seeking approval of discipline must document regular dialogues with partners, cf. § 4-6, and show how information is used in the annual review of the quality of education, cf. § 5-1 (4).

§ 5-2. NOKUT assessment of quality assurance system
(1) For undertaking without previously approved vocational, NOKUT shall assess the quality management system's structural construction. Three years after the system of quality assurance is approved, NOKUT shall evaluate the assurance system produces and the assessments of the quality of education as a provider does.

(2) For an undertaking seeking approval of field NOKUT shall verify provider's use of quality assurance system.

Chapter 6. Audit of existing business

§ 6-1. Consequences of NOKUT supervision NOKUT may withdraw approval of programs on the basis of its publication without the use of expert witnesses if one or more of the basic prerequisites for offering vocational training are not met. The same applies if a revision reveals clear quality failure of one education, and NOKUT finds that quality failure applies to other programs with the same provider.


§ 6-2. Quarantine When a provider has lost approval for one or more programs, you NOKUT decide that a new application for approval can only be promoted by up to two years.

Chapter 7. Commencement and transitional arrangements

§ 7-1. Commencement and transitional regulations come into force on 12 December 2013 and replaces Guidelines for quality assurance and approval under the Act on vocational training established by NOKUT's board on 26 January 2009.
Applications that have entered the deadlines before the regulation comes into force, and revisions that begun in NOKUT before the regulation comes into force, processed by Guidelines for quality assurance and approval under the Act on vocational training established by NOKUT's board on 26 January 2009.
Within one year after the regulation enters into force, all providers meet the requirements of the academic community in § 5.3 (1) b) and § 3-5 (4).


Remarks
Chapter 1 General provisions

§ 1-2 (1): Reference. § 05.01 (2) of the Regulation on quality assurance and quality in higher education and vocational training. Application deadlines advertised on NOKUT's website. Changes in deadlines advertised on NOKUT's website at least six months before the deadline.
§ 1-3 (1): Reference. § 1-10 (2) of the Regulation on quality assurance and quality in higher education and vocational training. The bidder is responsible for controlling the information registered in databases on NOKUT's website. If records are changed, the provider shall give NOKUT message about what change is.
§ 1-3 (2): Reference. § 1-10 with notes of regulations on quality assurance and quality in higher education and vocational training.

Chapter 2 Surveyor

§ 2-2: Cf. Law on Public Administration affairs (Public Administration) § 6
§ 2-3 (1) b): For the approval of online education will be relevant expertise online pedagogy and organization of online education, if the educational program around the online education is not considered already.
§ 2-3 (2) Upon publication of education that are not initiated or are not students, considering NOKUT whether it is appropriate to have a student on the committee.

Chapter 3 Requirements for approval of vocational

§ 3-1 (1) Providers of vocational training required to ensure that the requirements of laws and regulations at all times fulfilled. For an application for approval shall be forwarded to expert assessment, all the requirements of § 3-1 be fulfilled.
§ 3-1 (1) a): Ref. College Act § 1 and § 4. The admission requirements shall be specified in the curriculum. Relevant qualifications referring to formal qualifications of secondary education or equivalent qualifications, cf. Notes to Chapter 5 of the Regulations on quality assurance and quality in higher education and vocational training.
§ 3-1 (1) b) Cf. College Act § 2. See § 5-1 of this regulation for the system requirements for quality assurance.
§ 3-1 (1) c): Cf. College Act § 3, § 4a and § 10. The Board bylaws must explicitly show what responsibility the Board for vocational education. Providers who are registered in the CCR shall register the name of the directors there, cf. § 6 c) of the Law on Enterprises. A provider may be responsible for several technical colleges.
§ 3-1 (1) d) Reference. College Act § 4 and § 4a.
§ 3-1 (1) e) Reference. College Act § 5 and regulations on vocational § 2 and § 3
§ 3-1 (1) f): Reference. College Act § 4 - § 7. Rules should be clear and understandable for students. NOKUT provides guidance on the Regulations content.
§ 3-1 (1) g) Cf.. College Act § 7 (3). Using the appeals committee, the board shall determine the composition of the Appeals Committee. If the Board is the appeals body, the student directors voting in appeals. If it created an appeals, students will appoint at least one member with personal deputy to the Appeals Committee.
§ 3-1 (3) Cf.. Regulations on quality assurance and quality in higher education and vocational education § 5-1 (4).
§ 3-1 (4): Practice is a method of learning where a student participates in regular duties in the workplace to achieve a specific learning outcomes. NOKUT provides guidance on practice content of such agreements.
§ 3-1 (5) Cf.. Regulations for vocational § 3.
§ 3-1 (6): The requirement is to ensure that students have predictable workload. Total work hours for students includes all teacher-led instruction / teaching, practice and their estimated employment for students. NOKUT makes an exception in cases where the workload is regulated by other law or regulation.

§ 3-2: It is important that the vocational skills students achieve are properly communicated to both the student and working life through learning outcomes description. That education should be relevant to the profession means that the content must be in line with the professional field requested. The learning outcomes should be updated in line with developments in the profession. The learning outcomes should be level 5 in National Qualifications Framework for lifelong learning. The tenderer must indicate whether education fall under the 'college 1 "or" college 2 ".
§ 3-3 (2) The content covers theoretical and practical learning activities. Any practice described in the study as any other academic subject.
§ 3-3 (3): The curriculum should learning outcomes for each topic described. The learning outcomes for all subjects in education will lead to the overall learning outcomes of education achieved, cf. § 3-2.
§ 3-3 (4) Educational content and implementation shall be specified in the curriculum, cf. § 5 in College Act. The structure and the structure of education should contribute to the overall learning outcomes achieved. NOKUT provides guidance on curriculum design.
§ 3-4: The educational program must be adapted to education and include forms of teaching and learning activities, all kinds of supervision and assessment of students. Practice scheme covered by this provision.
§ 3-5 (1) a) Tenderers considering the lengthy professional experience may replace formal education in the subject area.
§ 3-5 (1) d) Work experience should be updated to ensure that education at all times relevant to developments within the profession.
§ 3-5 (3): The criterion is to ensure that there is sufficient dedicated FTEs to carry out all the learning activities specified in the curriculum. In addition, technical schools ensure that learning activities can be carried out at any time, for example. the unexpected absence. The vocational school will ensure continuity among the teaching staff. Academic group size and skills assessed in relation to the number of students.
§ 3-6 (1): All work requirements, examination and assessment in education should be clearly stated in the curriculum.
§ 3-6 (2) Sensors competence must be assessed in relation to the censorship applies a single subject or education as a whole. Providers shall ensure that the assessment of students going on an academically sound, ref. § 5 in College Act. To be academically sound bidder should establish arrangements for external assessment of censorship or use an external examiner. This is especially important for small institutions.
§ 3-7: The term information includes library services, information available online and subscription schemes, both electronically and on paper. This should ensure that students and teaching staff have access to relevant literature and information.
§ 8.3 d): A change in the overall learning outcomes is a significant change. The bidder must either apply for approval of new education or substantial modification of the previously approved program. Changes in individual courses will not necessarily lead to a change in the overall learning outcomes students achieves after completing education.

Chapter 4 Requirements for approval of field

§ 1.4: This provision applies assumptions both to apply for approval of field, ref. § 4-1 (1) and (2), and to get the approval of the subject, cf. § 4-1 (3 ).
§ 4-3 (2) Regular admission of students and satisfactory throughput is important to establish and maintain a good learning environment and stability in education.
§ 4-3 (3): The Board plans to be approved provider must be found in the Directors key documents. Providers must be able to document that there is a basis for stable business.
§ 4-4 (1) a): Offerors services should include vocational counseling and possibly vocational guidance.
§ 4-5: When we use the term "academic community" refers to all employees who provide regular and direct contribution to the development, organization and implementation of programs within the subject area.
§ 4-5 (1): Reference. § 5-2 (3) b) of the regulation on quality assurance and quality in higher education and vocational training.
§ 4-5 (3) If the application includes authentication of online education, the bidder must demonstrate that the employees have sufficient grid pedagogical skills (expertise in planning, development, implementation and evaluation of learning via the Web).
§ 4-5 (4) In order that the work experience should be relevant employees must be informed about developments in the profession field.
§ 4-6 (2) The participation will help the academic community is updated professionally and with regard to developments in the professional field. Providers must participate in relevant Council Members / reference groups within the profession if they are open to educational institutions.

Chapter 5 System for quality assurance


§ 5-1 (2) The objectives for quality in education and the quantitative indicators that will show whether goals have been achieved, can be determined in the system description or in other strategic documents. It must be stated in the system description how objectives and indicators determined.
§ 5-1 (3) The system should include procedures to obtain feedback from the different groups.
§ 5-1 (4) Who is responsible for reviewing and monitoring shall be indicated in the system description, cf. § 5-1 (1). The review forms the basis for any adjustment of curricula and other measures to improve the quality of education.
§ 5-1 (5) The Board is ultimately responsible for the quality of the courses, cf. § 3 in college law. The report should include examples of good quality work at the technical college, an analysis of the quantitative indicators, a summary of what has emerged through evaluations and other feedback, and an assessment of what measures should be taken to ensure and enhance the quality. It should further be apparent what measures have been made and any action the Board shall decide. The annual report and the measures to be implemented in the continuing quality improvement, should be available for students and staff.
§ 5-2 (1) NOKUT assesses the quality management system according to the requirements of § 1.5 (1) and (2) the application for approval. Three years after approval considering NOKUT use of quality assurance system in accordance with the requirements of § 5-1 (3), (4) and (5), cf. § 5-3 (2) of the Regulation on quality assurance and quality in higher education and vocational training .

Chapter 6 Supervision of existing business

§ 6-2: The rationale for this provision is to prevent the further development of education is characterized by haste and lack of quality assurance.