Quality of the study program

Historically, the concept of the quality of education originates from the Middle Ages guilds which have adopted the responsibility for the professions (crafts) and have set the first standards for the competence of the graduates of the particular training program. Since then, the educational system has evolved very much, but competence remained the major expected outcome.

Traditionally, the main difference between higher education (HE) and technical and vocational education and training (TVET) is that universities are mainly focused on producing systematic scientific knowledge, and vocational education on training for specific occupations. However, in the contemporary, economy-driven world, the ideology of detachment of university degrees and their academic curricula from the labor markets can be regarded as a negative trend in university development, as it overlooks one of the important elements composing a university: its students, adequacy of their education and their level of employability (Maclean, R.& Pavlova, M. (2013) Vocationalization of secondary and higher education: pathways to the world of work, UNEVOC).

The emerging need to regulate the adequacy of provided education within the given context (international, national, regional etc.) and ensure the recognition of formal qualifications/degrees and employability of the graduates has recently initiated (since 1980s)  the development of the qualification frameworks - comprehensive and comparable formal systems defining and describing the study levels, learning outcomes,  required competences, and professional profiles.

The study programs are considered as structured and comprehensive packages of courses (e.g. offered at the HE or TVET institution) designed to provide the learner with the recognized qualification or degree. The common study program is defined by level and major. The major is related to the main area of knowledge and/or profession students are educated for. The level differs depending on the complexity of the body of knowledge (and/or skills & and competence), expected work tasks, and work-related responsibilities of the future professionals. Qualification frameworks are used as the guidelines for the conceptual characteristics and expectations (outcomes) of the study program.

Designing the study program is a complex task. The process is usually less determined in the HE than in TVET. However, there are several important common points to ensure the quality of the study program:

- The program should properly address the qualification/degree level and major, according to the qualification framework.

- The learning outcomes should be well mapped according to the external requirements (stakeholders' or market needs).

- The program aims and objectives should be aligned with the institution's mission, vision, and goals.

- The program should define the main areas of knowledge/skills/competencies (modules), their mutual relations, and support.

- Each module should be structured according to delivery rules (year-by-year, term-by-term, course-after-course, etc. ). 

- The achievement of the learning outcomes at the course (or eventually module) level should be supported by the usage of adequate teaching tools and assessment methods.

As shown above, study programs are expected to address education and profession-related standards. Accordingly, in the contemporary QA practice, some of the accreditation agencies are established as the result of educational, and some following professional initiatives (e.g. around 15% of the current ENQA members & and affiliates are professionally oriented accreditation agencies). 

The accreditation of the study program is commonly a two-step process. The first phase is the initial accreditation, which assesses the potential of the program (need, structure, resources) and gives the clearance for the launch. The second phase is the full accreditation, usually scheduled after the graduation of the first batch of students. The full accreditation adds to the process of the evaluation of the achievements of the expected learning outcomes and the feedback review from the major stakeholders (students, potential employers etc.). After the full accreditation, the program is commonly expected to be re-accredited every 3-6 years.

Due to the dynamic industrial development, innovations, and changes in the labor market, study programs are foreseen to be continuously improved. One of the main criteria during any re-accreditation review is the level of reflection of changes in the respective professional environments. Every HE or TVET institution should be aware of this responsibility and, moreover, should strive to anticipate future industrial developments to keep ensuring the employability of its graduates.