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Bachelor’s degrees: evaluation criteria

Challenges and aims

A bachelor's degree speciality is part of the institution's range of training programmes available, is positioned with respect to possible further studies and fosters the integration of graduates into the job market. It is developed in a progressive and open manner to allow a wide diversity of students to take a genuine variety of study pathways, in initial training or continuing education, and to facilitate a change in study pathway if desired. The educational and logistical organisation of the speciality is clearly determined, including and above all in the event of relocation and offshoots abroad.

Evaluation of bachelor's degrees

Evaluation of a training programme by the AERES must follow its self-evaluation by the institution. This self-evaluation sets out to position each training programme with regard to the institution's strategy and its declared objectives, and it shows where each programme stands in the overall range available, in the way it is understood and is in keeping with the whole. Lastly, through its self-evaluation, the institution can detect the strengths and weaknesses of its training programmes and how these make use of the schemes placed at their disposal.

4 criteria are applied for the evaluation:

  • The educational project: the bachelor's degree speciality leads to the expected learning outcomes and skills at the end of the programme. These are clearly described in the presentation form of the training programme, including in a National Directory of Occupational Certifications (RNCP) sheet, and translated into an educational project staggered over 6 semesters in keeping with the principles of the study pathway and progressive specialisation of a BMD bachelor's degree (1st year (L1): general, 2nd year (L2): consolidation, 3rd year (L3): specialisation). A speciality organised into different pathways presents its content in sufficient detail (number of hours, content, credit attribution procedure, openness classes, additional, cross-cutting and pre-professional learning outcomes) as well as the programme testing procedures.
  • Schemes for helping students to succeed: these provide students with all the information they need throughout their course, refresher classes and methodology classes and tailored tutoring; they help them to find the right, or change, study pathway, with mobility (international or national) and to gain professional experience (placements, introduction to research, etc.).
  • Integration of graduates into the job market and continuation of chosen studies: The training programme is developed so as to give students the option to find a job straightaway or continue with their chosen studies by enrolling on vocational bachelor's degrees, master's degrees or in doctoral schools. In practice this involves preparing for a career path and helping students to develop specific career aspirations. Familiarity with the workplace is gained through the participation of guest professionals, a diversified range of placements available and/or training through apprenticeship. These aspects mean that institutions must know exactly what becomes of their students (whether or not they graduated) and record this in a report that is kept up-to-date.
  • Programme leadership: the speciality is managed by a diversified team (subjects, statuses, etc.) whose appointment, skills and method of operating are clearly determined. This team is made up of outside staff whose level of competence and responsibility in the socioeconomic environment meets the requirements of the training programme. Management is carried out through a programme enhancement board (or similar structure) and data gathered (nationality, follow-up and fate of students, etc.); this data, along with the results of the various evaluation processes (of students, by the students, self-evaluation, previous evaluations by the AERES) is used for a regular examination of the educational project (and of such reference documents as RNCP sheets or Descriptive Appendices to the Degree (ADDs)) as well as of how it is implemented, in order to make any necessary improvements. Both the schemes for informing sixth-form college students and promotional actions are diversified.