Make bigger Make smaller Print page Send by mail  

Evaluation principles

The objective of evaluating training programmes is to take on board the scientific and professional relevance of the range of programmes available, both in terms of learning outcome and skills development. The quality of the range of programmes available is assessed in relation to the institution's policy.

What you need to know

The evaluation is part of an overall process, the first stage of which is a self-evaluation within the institution, followed by an external evaluation conducted by the AERES.

The institution's self-evaluation of its training programmes is a crucial component. Its purpose is to position each training programme with regard to the institution's strategy 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 their self-evaluation, institutions can detect the strengths and weaknesses of their training programmes and how these make use of the schemes placed at their disposal. The organisation and consideration of the evaluation of lessons with and by the students is a feature of this self-evaluation.

A few major criteria form the basis of the external evaluation and multi-criteria grading system used: the quality of the educational project, results in terms of integration into the job market or continuation of studies and the leadership quality of the training programme. Moreover, particular attention is paid, for bachelor's degrees, to schemes helping students to succeed, for vocational bachelor's degrees, to the involvement of professionals, and for master's degrees, to interaction with the scientific and socioeconomic contexts. For doctoral schools, three criteria are considered: how the school is run and its scientific association, supervision and training within the school, follow-up and integration of graduates.