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Accreditation |
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Accreditation is a process in
which a programme of study or
institution is assessed for its standard and given official
recognition. At the programme level, accreditation is
concerned with the quality of a specific course or programme
of study, while institutional accreditation is concerned
with the evaluation of an entire institution.
The accreditation process is intended to strengthen and
sustain the quality and integrity of educational provisions,
making it worthy of public confidence.
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| Articulation |
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Articulation is
essentially about horizontal and vertical linkages and can
be narrowly defined in terms of linkages between programmes
and institutions. It is, therefore, the means by which
schools, colleges and universities coordinate their
programmes and services to facilitate mobility and transfer
without a break or loss of time. Articulation facilitates
entry into another institution or transfer of credits
towards a programme of study at a higher level. In this
arrangement, transfer of credit is based on the
understanding that while learning experiences may differ in
context, it may result in similar outcomes in terms of
knowledge and competencies. Articulation is therefore
dependent on internal and external assessment at both the
programme and institutional levels. Articulation is intended
to facilitate access, progress and inter-institutional
mobility through the evaluation and recognition of prior
certified or experiential learning.
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| Approval |
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Approval is the outcome of
validation where a programme/course
has been judged to meet the requirements of the
accrediting/validating body.
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| Assessment |
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Assessment is an integral part
of the teaching/learning experience
and provides insights into the extent to which programme
objectives are achieved.
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| Associate Degree |
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A post-secondary qualification awarded to students who
successfully complete a specified number of courses in
full-time
or equivalent part-time programmes, The associate degree is
generally equivalent to the first two years of a related
four-year
bachelor’s degree and comprises major, general education,
core
and elective courses. The associate degree normally requires
a
minimum of 60 credits. |
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| Audit |
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The process whereby the
progress of an existing programme
institution/provider is critically appraised at intervals of
not more
than five years by a team including external peers; any
plans for
change are considered, in order to confirm that the
programmes/
courses remain academically valid and to ensure that
appropriate
and effective management mechanisms are in place and that
acceptable standards are maintained. An audit may be
instituted
at the request of interested parties in accordance with
guidelines/
criteria as stated by the accrediting body. |
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| B |
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Bachelor’s Degree |
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A post-secondary qualification awarded to
students who
successfully complete a programme of study. It normally
comprises a minimum of 120 credits, at least 60 of which
must
be above the level of the associate degree. The bachelor’s
degree will also generally be made up of majors, general
education, core and electives. It is usually a prerequisite
for
studies in a graduate programme. |
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C |
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Conferral
of Title |
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the act of bestowing a specific title on an institution,
such as university, which meets the standards set or
established by the national quality assurance/accrediting
agency. |
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| Core Course |
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A compulsory general education
course that reflects the
institution’s philosophy or needs of the society. |
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| Course |
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A defined body of knowledge,
skills and attitudes acquired over<
a specified period of time. A course may be awarded one or
more credits and can generally be completed in one term or
one
semester. |
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| Course Syllabus |
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A document that provides
information on the course with respect
to code, name, duration, credits, pre-requisites, method of
instruction, method of evaluation, general objectives,
behavioural
objectives, content and required resources. |
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Credit |
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A credit is a unit of academic
measurement for a prescribed
course or set of courses for which a particular
qualification is
awarded. It is expressed in terms of number of contact
(teaching
and or experience gathering) hours, for example,
approximately
15 contact hours constitute one (1) credit. |
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| Credit Transfer |
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The acknowledgement that a
person has satisfied the
requirements of a module (subject), either through previous
study
(credit transfer), or through work or life experience
(recognition
of prior learning). The granting of credit exempts the
student
from that part of the course. |
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| Criteria |
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Generally speaking, criteria
along with standards or requirements
are statements reflecting an accrediting body’s expectations
of
a programme, an institution or a provider. The criteria also
elaborate on the methods/procedures, the extent/degree
required for compliance with the condition(s) of eligibility
in order
to be granted accreditation. |
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| Certificate |
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A post-secondary qualification
awarded to students who
successfully complete a programme of study comprising 11-29
credits. |
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| College |
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A post-secondary or tertiary
institution that offers a range of programmes and grants qualifications, mainly at the
sub-baccalaureate
level. A college may also be a part of an
organizational structure in a university. |
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| Community
College |
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A post-secondary or tertiary
institution that offers a variety of programmes geared to meet the needs of the community in
which it exists and grants qualifications mainly at the
subbaccalaureate
level, |
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| Contact Hour |
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A unit of measure that
represents an hour of scheduled instruction
given to students. |
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| Diploma |
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A post-secondary qualification
awarded to students who
successfully complete a programme of study comprising 30-60
credits. Other practices exist. |
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| Elective |
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Any course chosen by a student
outside of the specific
programme requirements. |
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| Equivalence |
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Equivalence means a
determination by the competent authority
that a particular programme or course has attained a
comparable
recognized standard.
The purposes of determining equivalencies include on the one
hand the facilitation of the establishment of articulation
arrangements between institutions and other issues related
to
the transfer of students to other educational institutions
and, on
the other, facilitation of the entry of graduates of the
programmes
into the workplace.
Possible elements for examination in an equivalency
assessment
exercise include the following: (a) Aims and objectives of
the programmes
(b) Structure of the programmes
(c) Duration of the programmes
(d) Admission requirements
(e) Breadth and depth of content in the courses in the
programmes
(f) Teaching and learning time allocations
(g) Assessment methods
(h) Exit level of the graduates of the programmes
(i) Resources to support course delivery
(j) Teaching staff qualifications and experience
(k) Quality assurance and enhancement procedures of the
institution |
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| Evaluation |
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The process of reviewing
evidence presented by institutions in
order to determine whether programmes or courses can be
considered as being equivalent either to one another or to
known
benchmarks. To achieve legitimacy, benchmarks or standards
should be established through common understandings of
stakeholders. Evaluation procedures can focus on two (2)
different levels: programmes or institutions. |
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| F |
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| Franchise |
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Agreement between a host
institution and another institution/
provider which authorizes the institution/provider to offer
course(s)/programme(s) developed at the host institution at
its
facilities under specified terms and conditions. |
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| G |
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| H |
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| I |
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| J |
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| K |
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| L |
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| M |
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| Module |
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A module is a small stand alone component of a course that
can be taught independently or with other such parts. It is usually
constituted of two or more units. |
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| Major |
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An area of concentrated study
within a particular field/discipline.
A major will comprise a minimum of 20 credits per academic
subject or 40 credits in a vocational area. |
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| P |
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| Peer Review |
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External review and evaluation
of the quality and effectiveness
of an institution’s academic programmes, staffing and
structure.
It is usually carried out by a team of external evaluators
who are
specialists in the fields being reviewed, and knowledgeable
about
higher education in general. Reviews may be based on
standards
set by the accrediting organizations or on quality standards
set
more broadly. |
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| Post Graduate
Certificate |
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A qualification awarded to
students, who having acquired a
bachelor’s degree, complete a programme of study in a
specialised field. This programme of study will generally
include
a strong practical component. |
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| Post-Graduate
Diploma |
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A qualification awarded to students, who, having acquired a
bachelor’s degree, complete a programme of study in a
specialised field. This programme of study will generally
include
a greater theoretical component than the postgraduate
certificate. |
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post-secondary/Tertiary Education |
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Education that is provided for persons who are over the age
of
16 years and who have completed secondary education. |
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Polytechnic/Technical College |
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A post-secondary or tertiary
institution that offers programmes
that prepare graduates for technical occupations and grants
sub-baccalaureate qualifications in applied disciplines. |
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| Programme |
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An approved curriculum composed
of a series of courses, in an
academic or vocational speciality, leading to a particular
kind of
certification (e.g. certificate, diploma, associate degree,
bachelor’s degree). |
| Programme Delivery |
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Teaching is purposeful and
there is attention to the needs of
individuals; the methods used are appropriate, and are
varied. |
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| Programme Design |
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Arrangements to ensure that
outcomes and content of
programmes are relevant, encourage access, responsive to
needs and learning and assessment methods are appropriate
to the aims and purposes of the programmes. |
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| Programme
Equivalence |
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The comparability of programmes
based on the degree of
overlap of aims of the programmes, content, number of
credits
and required resources (reference materials, quality of
staff,
facilities). |
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Q |
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Quality |
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Refers to “fitness for purpose”
– meeting or conforming to
generally accepted standards as defined by an accrediting or
quality assurance body. |
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Quality
Assurance
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is defined as “planned and systematic review process of an
institution or program to determine that acceptable
standards of education, scholarship, and infrastructure are
being maintained and enhanced,
www.chea.org/international/inter_glossary01.html#qa
Quality Assurance usually includes expectations that
mechanisms of quality control are in place and effective |
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Enhancement
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is
s defined as the expectation that an institution/provider
will have in place a plan for ongoing monitoring and
improvement of the quality of its programme(s)/course(s). |
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| R |
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| Registration |
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According to the Education Act,
Cap. 41:
30A (1) No person may establish a private school or
educational institution in Barbados after the 13th August,
1990 without the prior approval of the Minister (of Education).
(2) For the avoidance of doubt, it is hereby declared that
subsection (1) does not apply to private schools and private
educational institutions first registered before 13th
August, 1990.
31. Subject to the Act, no person may keep, in Barbados, a
private school or educational institution unless the school
is
registered in accordance with Part III of the Act. As
outlined in
Part III, an application for registration of a private
school or
private educational institution:
(a) Must be made by or on behalf of the proprietor of
the school or educational institution;
(b) Must be made in the prescribed form; and
(c) Must contain such particulars and be accompanied
by such documents as the Minister prescribes.
The Minister may, on receipt of an application under this
section,
request the applicant to furnish such additional information
and
particulars as the Minister considers relevant to the
application,
and the applicant must comply with the request. |
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| Re-accreditation |
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The process of evaluation to
determine whether an institution
and its programmes of study that have been accredited,
continue
to meet the recognised standards for accreditation. |
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| Recognition |
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A process of examining courses
or programmes of study in
order to identify essential elements that may be mutually
agreed
upon by institutions or organizations in a single country or
across
countries thus facilitating transfer of credit.
Recognition includes aspects of accreditation, equivalency
and
articulation as used by many institutions and organizations. |
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| Self Study |
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A formal
process during which an educational institution critically
examines its structure and substance, own academic
programmes and their effectiveness relative to goals and
learning
domains, identifies specific strengths and weaknesses, and
indicates a plan for necessary modifications and
improvements.
The process should include an assessment of the extent to
which the programme is in compliance with established
accreditation standards. Self-studies usually are undertaken
in
preparation for a quality assurance/accreditation site visit
by an
outside team of specialists. It usually results in a
self-study
report. |
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| Site Visit |
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Evaluation by a team of peer reviewers who examine the
institution’s self-study; interview faculty, students, and
staff; and
examine the structure and effectiveness of the institution
and its
academic programmes. Usually results in an evaluation
report.
Normally, part of the accreditation process, but may be
initiated
by the institution itself. |
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| Standards |
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Standards are useful tools not
only for making judgments about
the quality of an institution or a programme but also for
organising
the self-study process and providing an outline for the
self-study
report. In defining a set of standards, the following areas
identified
should be addressed:
(a) Organisational structure (governance, leadership,
planning and budgetary processes)
(b) Stated aims and objectives
(c) Achievement of aims and objectives
(d) Characteristics of programmes in relation to aims
and objectives
(e) Professional/academic staff
(f) Students
(g) Administrative, academic and student services
(h) Learning resources
(i) Financial resources |
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| Technical
University |
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A post-secondary or tertiary
institution that offers programmes
that prepare graduates for technological occupations and
grants
as its major qualifications, baccalaureate and post-graduate
degrees and also conducts research with an emphasis on
applied
research. |
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| University |
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A tertiary educational
institution that grants, as its major
qualifications, baccalaureate and post-graduate degrees and
conducts pure and applied research. |
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