1. 12.5.2003Professor Ilkka Virtanen University of Vaasa & FINHEEC1 Accrediting Professional Courses in Finnish Higher Education Institutions Accrediting Lifelong Learning 25 th EUCEN European Conference Brno, May 14-17, 2003 Ilkka Virtanen

2. 12.5.2003Professor Ilkka Virtanen University of Vaasa & FINHEEC2 Outline for Contents 1.Accrediting higher education (universities and polytechnics) in Finland; some general views 2.Accreditation and registration of professional courses law-directed 3.General principles and the procedure in accrediting non-degree professional courses 4.Accreditation as an element of quality assurance system

3. 12.5.2003Professor Ilkka Virtanen University of Vaasa & FINHEEC3 Accreditation of HE in Finland Degree programmes: mainly (especially in universities) a political ”ex ante” accreditation –The fields of study in universities is determined by decrees –Accreditation of the polytechnics and their programmes is based on evaluation by the Higher Education Evaluation Council (FINHEEC) (Voluntary) accreditation and registration of professional (continuing education) courses offered by higher education institutions is decree-directed –Conducted by the Accreditation Board of Professional Courses, a subsection of FINHEEC

4. 12.5.2003Professor Ilkka Virtanen University of Vaasa & FINHEEC4 Accreditation of HE in Finland ( 2 ) Evaluations initiated by the FINHEEC –Evaluations of higher education institutions Institutional evaluations (universities and polytechnics) Audit of quality work (polytechnics) –Programme and thematic evaluations Evaluations commissioned by the Ministry of Education –Selection of the Centres of Excellence in Education and Adult Education (universities and polytechnics) –Centres of Excellence in Regional Impact (polytechnics)

5. 12.5.2003Professor Ilkka Virtanen University of Vaasa & FINHEEC5 Accreditation and registration of professional courses directed by a decree The Higher Education Evaluation Council (FINHEEC) –An independent expert body assisting universities, polytechnics and the Ministry of Education in matters relating to evaluation. The scope of the Council's activities covers 20 universities and 29 polytechnics. (Decree 1320/1995) –http://www.minedu.fi/asiant/kka/english/finheec.htm#finheec The Accreditation Board of Professional Courses –A subsection FINHEEC, responsible of Accreditation (i.e. evaluation and registration) of professional courses offered by HE institutions (Decree 465/1998) –http://www.minedu.fi/asiant/kka/english/projects/accre.htm

6. 12.5.2003Professor Ilkka Virtanen University of Vaasa & FINHEEC6 Accreditation and registration of professional courses directed by a decree Professional courses accredited by the Board strictly defined –Offered by universities and polytechnics –Continuing education assisting professional development –Based on first-degree (or higher) education –Long-term (min. 30 ECTS credits) education –Non-degree education (in Finland e.g. MBA is not a degree); in polytechnics the professional courses can be included in post-graduate degrees

7. 12.5.2003Professor Ilkka Virtanen University of Vaasa & FINHEEC7 General principles in accrediting An external process for assessing whether the education is conducted according to fixed publicly available criteria and standards Voluntary for HE institutions, is based on institution’s application; the aim is to support the development of education, not to guard or control it Is based on institution’s course documentation, self-evaluation and external evaluation (site visit by a PRT, their report, final decision by the Board) Accreditation applies to an individual course, not to the institution or its sub-unit Future-oriented, continuous improvement of the educational process most important (the decision of the Board is always appended with a feedback and list of recommendations)

8. 12.5.2003Professor Ilkka Virtanen University of Vaasa & FINHEEC8 Accrediting as a quality assurance tool The organiser’s point of view –A tool for quality improvement Preparing the application starts self-evaluation and operational development Educational processes become transparent The external evaluation contains a strong consultative touch (during the preparation of the application, site visit and immediate feedback by PRT, feedback by the Board) –An evaluation based on dialogue and communication offers a forum for discussions between the institution and its stakeholders Participation of the stakeholders in the site visits

9. 12.5.2003Professor Ilkka Virtanen University of Vaasa & FINHEEC9 Accrediting as a quality assurance tool ( 2 ) The student’s point of view –Does a certain course provide the quality of education it claims to offer ? Fulfilment of the general criteria in HE? Work-orientation? Pedagogical arrangements? Practical arrangements? Feedback and quality assurance arrangements? –Ensuring of students’ interest; an external, objective advance assessment of the quality of education

10. 12.5.2003Professor Ilkka Virtanen University of Vaasa & FINHEEC10 Accrediting as a quality assurance tool ( 3 ) The working life’s point of view –Helps to identify eligible programmes which can be used in Personnel training Assessing the competence of recruits –On site visits, the PRT typically includes an expert from working life –Three members (out of 12) of the Accreditation Board represent commercial and industrial life and the public sector

11. 12.5.2003Professor Ilkka Virtanen University of Vaasa & FINHEEC11 Key words in accrediting of professional courses Independence Expertise Quality Reliability Transparency Dialogue and interaction Development before control Voluntariness