joint pilot accreditation procedure of asiin and anqa at state engineering university of armenia

8/13/2019 Joint Pilot Accreditation Procedure of ASIIN and ANQA at State Engineering University of Armenia

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ASIIN requirements European Standards and

Guidelines (ESG)

ANQA principles and standards

1 FORMAL SPECIFICATIONS

The following characteristicsor classifications in

the academic system are documented:

a) Name of the programmeb) Optional allocation to one of the two

profiles application/research orientation

(only for Masters programmes inGermany)

c) For Masters programmes, classification asconsecutive/further development (only for

Germany)

d) Type (e.g. full/part-time,residential/distance learning, dual,

intensive programme)

e) Final degreef) Standard period of study and credit points

gained (according to ECTS)

g) Expected intake for the programmeh) Programme start date within the academic

year and first time the programme is/will

be offered

i) Amount and type of fees/charges2 DEGREE PROGRAMME: CONTENT CONCEPT AND IMPLEMENTATION

2.1 Objectives of the degree programme

The higher education institution has duly classified

the final degree in academic* and professional

terms.

* Academic classification involves allocation to a

level of higher education institution degree withinthe national or European Qualifications

Framework.

2.2 Learning outcomes of the programme

The intended learning outcomes for theprogramme as a whole have been specified. They

are accessible to the relevant stakeholders,

ESG 1.2: Institutions should have formal

mechanisms for the approval, periodic review

and monitoring of their programmes and

awards. [] The quality assurance of

programmes and awards are expected to

Principle 1: The program is in concord with the

Armenian National Qualifications Framework

(ANQF), national qualifications descriptors, andstate academic standards as well as is in line with the

institutions mission.


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2.5 Admissions and entry requirements

The procedures for admission to the programme

are governed by strictly applied and transparent

procedures and quality criteria.

The admission and entry requirements are

designed to facilitate the achievement of the

learning outcomes. They therefore ensure that

those students admitted possess the required

competences and formal training.

Rules are in place to enable flexibility in the

admission for those who fall short of some

admission or entry requirements. Compensating

missing prerequisites should not impact the level

of the programme.

The admissions and entry requirements ensure that

all applicants are treated equally.

Regulations are in place covering the recognition

of activities completed externally. They ensure

that the learning outcomes are achieved at the

intended level.

The rules specify that documentation of any pre-

study practical placement required must be

presented within three semesters.

2.6 Curriculum/content

The curriculum that is in place makes it possible to

achieve the intended learning outcomes by the

time the degree is completed.

The objectives and content of the individualmodules are coordinated in order to avoid any

unintended overlaps.

[Documentation:

Objectives Matrix, cf. p. !

.

Module Handbook, cf. p. !

.]




degrees. [] The quality assurance of

programmes and degrees are expected to

include: [] careful attention to curriculumand programme design and content [etc.]

1.5 The programmes are intellecturally credible,

designed coherently and articulate well with other

relevant programmes.

3 DEGREE PROGRAMME: STRUCTURES, METHODS AND IMPLEMENTATION

3.1 Structure and modularity

The programme is modular. Each module is a




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3.3 Educational methods

The teaching methods and tools support the

achievement of the learning outcomes at the

intended level by the time the degree is completed.

Besides compulsory components, there is a

sufficient range of elective and compulsory

elective subjects to allow students to develop an

individual focus.

The ratio of contact hours to self-study has beendesigned to ensure the achievement of the defined

goals.

The available time allows students sufficient

opportunity to carry out independent academic

work.

Principle 3: The programme promotes productive

teaching and learning practices based on the

evidence of student learning outcomes as well as

provides for the faculty effectiveness in achieving its

educational objectives.

3.1 The programme clearly defines the teaching and

learning approaches necessary to achieve the

intended learning outcomes.3.2 The teaching and learning draw on the

progressive approaches accepted at international

level.

3.4 Support and advice

Sufficient resources are available for offering

individual support, supervision and advice tostudents.

The advisory methods envisaged (subject-specific

and general) are suitable for supporting students toachieve the learning outcomes and complete their

degree within the normal period of study.

There is a corresponding range of support

available for different student groups.

ESG 1.5: Institutions should ensure that the

resources available for the support of student

learning are adequate and appropriate for eachprogramme offered. [] Support mechanismsshould be readily accessible to students and

designed with their needs in mind []

Institutions should routinely monitor, review

and improve the effectiveness of the support

services available to their students.

6.2 The programme ensures that all students

understand the requirements and receive timely,

useful and regular information and advice aboutrelevant academic requirements.

4 EXAMINATIONS: SYSTEM, CONCEPT AND ORGANISATION

The type, organisation and distribution ofexaminations are designed to support the

attainment of the intended learning outcomes by

the time the degree is completed.

Examinations are coordinated so that students

have sufficient time to prepare for them.

The timescale for marking exams does not

interfere with individual academic progression; in

particular, it must be possible to move directly

from a Bachelors degree to a Masters without

loss of time.The form of examination is laid down in themodule description for each module. It is ensured

h h f h hi

ESG 1.3: Students should be assessed usingpublished criteria, regulations and procedures

which are applied consistently.

Student assessment procedures are expected

to: be designed to measure the achievement of

the intended learning outcomes and other

programme objectives; be appropriate for

their purpose, whether diagnostic, formative

or summative; have clear and published

criteria for marking; be undertaken by people

who understand the role of assessment in the

progression of students towards theachievement of the knowledge and

competences associated with their intended

Principle 4: The institution ensures impartial andconsistent evaluation of students level of

achievement against the intended learning and

educational objectives and promotes academic

integrity.

a. The program evaluates students level of learning

outcome achievement against the intended learning

outcomes in accordance with the evaluation methodsand criteria described in the prospectus.

b. The assessment of the achieved learning outcomes

is based on clearly stated and transparent policies andprocedures as well as standards.

c. There are set mechanisms for review and


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provision) meets the qualitative and quantitative

requirements of the degree programme.

Any cooperation required within the higher

education institution is sufficient for the purpose

and subject to definitive arrangements.

It is made clear which collaborations from outside

the institution are used for the programme and to

train students. These collaborations are also

sufficient for the purpose and subject to definitivearrangements.

The organisation and decision-making structures

are suited to delivering the training measures.

The organisation is able to react to problems, solve

them and make up for shortfalls (e.g. staffing,

financing, numbers of incoming student) without

compromising students opportunity to complete

the degree in the normal time period.





programmes and degrees is expected to

include: [] availability of appropriatelearning resources; formal programme

approval procedures by a body other than thatteaching the programme.

environment conducive to learning.

6.3 There are necessary teaching and learning

resources to meet ensure achievement of intended

learning outcomes.

6 QUALITY MANAGEMENT: FURTHER DEVELOPMENT OF DEGREE PROGRAMMES

6.1 Quality assurance and further development

As a basis for (further) developing its degree

programmes and delivering them, the higher

education institution has developed and

documented its understanding of quality in studies

and teaching.

A quality assurance concept is in place. It is

regularly further developed, and is designed toensure the continual improvement of the degree

programme.This quality assurance system enables the HEI to:

ascertain any failure to achieve goals;check on the extent to which the set goals are

achievable and reasonable; and

draft suitable measures.Students and other stakeholders participate in

quality assurance activities.

Mechanisms and scopes of responsibility have

been determined to ensure the regular further

development of degree programmes.

ESG 1.1: Institutions should have a policy

and associated procedures for the assurance of

the quality and standards of their programmes

and degree. They should also commit

themselves explicitly to the development of a

culture which recognises the importance ofquality, and quality assurance, in their work.

To achieve this, institutions should develop

and implement a strategy for continuous

quality enhancements.

The strategy, policy and procedures should

have a formal status and be publicly available.

They should also include a role for students

and other stakeholders.

The policy statement is expected to include:

[] the responsibilities of departments,

institutions, faculties and other organisational

units and individuals for quality assurance;

[]


mechanisms for the approval, periodic reviewand monitoring of their programmes and


1.7 There are set mechanisms and procedures in

place to ensure development, approval, monitoring

and periodic review of the academic programme.

Principle 7 The programme has internal quality

assurance system that promotes its maintenance and

continuous improvement.

7.1 The quality assurance is designed and operated to

attend to societal needs and students requests, aswell as to check the functions of the system itself.

7.2 There are well-established policies and

procedures for programme internal quality assurance.

7.4 The internal and external stakeholders are

involved in the quality assurance processes.

7.5 There are set mechanisms in place ensuring

dissemination of good practice to other relevant

programmes.

6.2 Instruments, methods and data 3.3 There are set mechanisms evaluating quality of

teaching and learning approaches


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0. BACKGROUND AND APPLICATION CONTENT0.1 BACKGROUND

0.2 APPLICATION CONTENT1. FIRST FORMAL INFORMATION1.1 NAMES OF THE COURSES

1.2 CLASSIFICATION OF MASTERS DEGREE

PROGRAMS AS A CONSECUTIVE EDUCATION IN

SEUA

1.3 FORMS OF EDUCATION

1.4 ACADEMIC DEGREES OF BACHELOR'S AND

MASTER'S DEGREE PROGRAMS

1.5 STANDARD PERIOD OF STUDY AND CREDIT POINTS

GAINED (BASED ON ECTS)

1.6 EXPECTED INTAKE FOR THE PROGRAMS1.6.1 Distribution of Students in Degree Programs

1.7 RESPECTIVE STUDIES AT THE BEGINNING OF THE

ACADEMIC YEAR AND FIRST-TIME OFFERED

COURSES

1.8 TUITION FEES/CHARGES2. COURSES: CONCEPT AND IMPLEMENTATION


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Appendix 1 Module Handbook on Credit System of

Education in SEUA

Appendix 2 Strategic Plan of the University

Appendix 3 SEUA Admission Regulations

Appendix 4 Regulation on the Rating System of Students

Knowledge Control and AssessmentAppendix 5 SEUA Academic Councils Decision

Appendix 6 Admission to the RA state and non-state

higher education Institutions

Appendix 7 Regulations on Magistracy Admission and

Training in SEUA

Appendix 8 Regulations on the RA state and non-state

higher education Institutions admission

Appendix 9 Regulations on the RA part-time education


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joint pilot accreditation procedure of asiin and anqa at state engineering university of armenia

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