Vocational bachelor's degrees: evaluation criteria
Challenges and aims
A vocational bachelor's degree speciality is part of the institution's range of training programmes on offer and the economic, social, regional and national context. The fact that it aims at immediate integration into the job market means that there must be vigilance during recruitment, an educational project geared towards professional learning outcomes and close involvement of and with the workplace in the training programme. Its educational organisation includes any requirements for work-linked training and/or lifelong learning.
Evaluation of vocational 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 teaching and testing procedures and content are in keeping with the requirements in terms of skills associated with the careers concerned. These are clearly described in the presentation form of the training programme and in a RNCP sheet, including and above all in the implementation of a project approach, placement policy and skills certifications. The latter can be offered during the programme or awarded by professional sectors or other bodies in connection with passing the degree.
- Link with the workplace: beyond complying with the minimum requirement of 25% of classes being taught by professional guest lecturers, it is vital that these classes are part of the "core profession" and taught by "real professionals". The educational project intends to involve the business community in the whole programme process, and the dimension of professional partnerships attests to the programme's integration in the local, regional and even national economic context.
- Integration into the job market: since the primary objective is direct and swift integration of graduates into the job market, the rate of those continuing their studies immediately is low. The quality of this integration must be assessed on the basis of quantitative data (national surveys, surveys by the institution's observatory, surveys specific to the teaching staff), qualitative data (lists of jobs and companies) and reliable data (survey protocols and response rates) as well as on the analysis of this data by the teaching staff, programme enhancement board and the institution.
- Programme leadership: the speciality is managed by a diversified programme team, 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) is used for a regular examination of the educational project (and of such reference documents as RNCP sheets or ADDs) as well as of how it is implemented, in order to make any necessary improvements.