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Focus on learning outcomes

Education in the Netherlands and Flanders has been developing towards a competence-based education system since the beginning of the ‘90s. The focus of education has moved from the teaching process to the learning process. Before this development, education used to be seen as an input-based process expressed in workload and length of studies (hours, semesters and years).
In a competence-based system, education is seen as an output-based process expressed in the competences achieved by the learner. As a result, the degrees awarded in higher education are no longer seen as proof of participation and successful completion of a programme but as the recognition of having achieved certain predefined learning outcomes.

Learning outcomes are therefore the crux of NVAO's learning outcomes-oriented accreditation system. The overarching qualifications framework of the European Higher Education Area has defined the generic learning outcomes of programmes at different levels, the so-called Dublin descriptors. These are essential to identify the level of a programme, e.g. Bachelor or Master's level. Next to these, subject-specific learning outcomes are defined. These are essential to identify the subject of the programme, such as engineering or social work.

In the NVAO's accreditation system, learning outcomes are made use of at three levels.

A programme is expected to explicitly define its intended learning outcomes. These are the competences a graduate should acquire during his studies. An assessment panel first judges whether a programme's intended learning outcomes are in line with the required level and the subject of the programme. The level is evaluated by matching the intended learning outcomes to the Dublin descriptors. Additionally, the assessment panel assesses whether these intended learning outcomes are in line with what is (inter)nationally expected of a programme in that subject.

NVAO secondly judges the potential learning outcomes. These are the competences a student can achieve in the programme as it is offered. This is mainly done by corresponding the content of the curriculum with the intended learning outcomes. An example probably clarifies this better. If a programme defines laboratory skills as an intended learning outcome, the curriculum of the programme should explicitly cover this and give students the possibility to do laboratory work. If this isn't the case, there is of course no correspondence between the content of the curriculum and the intended learning outcomes.
Certain input elements such as the facilities and the quantity and quality of the staff also contribute to the possible achievement of learning outcomes. These are therefore additionally assessed.

Thirdly, NVAO assesses the achieved learning outcomes. These are the competences a graduate has actually acquired during his or her studies. An assessment panel needs to read the students' work (such as essays, end of term papers and theses) to be able to judge the achieved learning outcomes and then match those with the required learning outcomes. The required learning outcomes are of course the level-specific and intended subject-specific learning outcomes as defined by the programme and (positively) assessed by the panel.

Additionally, NVAO judges the internal quality assurance system. When a programme is deemed to have the required generic quality, it receives accreditation for several years. A well-functioning internal quality assurance system should then ensure that a programme retains its quality during that period.

By combining intended, potential and achieved learning outcomes, NVAO intends to assess whether a programme delivers what it promises to deliver (to students and the rest of the society).