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ASIIN requirements European Standards and
Guidelines (ESG)
ANQA principles and standards
1 FORMAL SPECIFICATIONS
The following characteristicsor classifications in
the academic system are documented:
a) Name of the programmeb) Optional allocation to one of the two
profiles application/research orientation
(only for Masters programmes inGermany)
c) For Masters programmes, classification asconsecutive/further development (only for
Germany)
d) Type (e.g. full/part-time,residential/distance learning, dual,
intensive programme)
e) Final degreef) Standard period of study and credit points
gained (according to ECTS)
g) Expected intake for the programmeh) Programme start date within the academic
year and first time the programme is/will
be offered
i) Amount and type of fees/charges2 DEGREE PROGRAMME: CONTENT CONCEPT AND IMPLEMENTATION
2.1 Objectives of the degree programme
The higher education institution has duly classified
the final degree in academic* and professional
terms.
* Academic classification involves allocation to a
level of higher education institution degree withinthe national or European Qualifications
Framework.
2.2 Learning outcomes of the programme
The intended learning outcomes for theprogramme as a whole have been specified. They
are accessible to the relevant stakeholders,
ESG 1.2: Institutions should have formal
mechanisms for the approval, periodic review
and monitoring of their programmes and
awards. [] The quality assurance of
programmes and awards are expected to
Principle 1: The program is in concord with the
Armenian National Qualifications Framework
(ANQF), national qualifications descriptors, andstate academic standards as well as is in line with the
institutions mission.
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2.5 Admissions and entry requirements
The procedures for admission to the programme
are governed by strictly applied and transparent
procedures and quality criteria.
The admission and entry requirements are
designed to facilitate the achievement of the
learning outcomes. They therefore ensure that
those students admitted possess the required
competences and formal training.
Rules are in place to enable flexibility in the
admission for those who fall short of some
admission or entry requirements. Compensating
missing prerequisites should not impact the level
of the programme.
The admissions and entry requirements ensure that
all applicants are treated equally.
Regulations are in place covering the recognition
of activities completed externally. They ensure
that the learning outcomes are achieved at the
intended level.
The rules specify that documentation of any pre-
study practical placement required must be
presented within three semesters.
2.6 Curriculum/content
The curriculum that is in place makes it possible to
achieve the intended learning outcomes by the
time the degree is completed.
The objectives and content of the individualmodules are coordinated in order to avoid any
unintended overlaps.
[Documentation:
Objectives Matrix, cf. p. !
.
Module Handbook, cf. p. !
.]
ESG 1.2: Institutions should have formal
mechanisms for the approval, periodic review
and monitoring of their programmes and
degrees. [] The quality assurance of
programmes and degrees are expected to
include: [] careful attention to curriculumand programme design and content [etc.]
1.5 The programmes are intellecturally credible,
designed coherently and articulate well with other
relevant programmes.
3 DEGREE PROGRAMME: STRUCTURES, METHODS AND IMPLEMENTATION
3.1 Structure and modularity
The programme is modular. Each module is a
ESG 1.2: Institutions should have formal
mechanisms for the approval, periodic review
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3.3 Educational methods
The teaching methods and tools support the
achievement of the learning outcomes at the
intended level by the time the degree is completed.
Besides compulsory components, there is a
sufficient range of elective and compulsory
elective subjects to allow students to develop an
individual focus.
The ratio of contact hours to self-study has beendesigned to ensure the achievement of the defined
goals.
The available time allows students sufficient
opportunity to carry out independent academic
work.
Principle 3: The programme promotes productive
teaching and learning practices based on the
evidence of student learning outcomes as well as
provides for the faculty effectiveness in achieving its
educational objectives.
3.1 The programme clearly defines the teaching and
learning approaches necessary to achieve the
intended learning outcomes.3.2 The teaching and learning draw on the
progressive approaches accepted at international
level.
3.4 Support and advice
Sufficient resources are available for offering
individual support, supervision and advice tostudents.
The advisory methods envisaged (subject-specific
and general) are suitable for supporting students toachieve the learning outcomes and complete their
degree within the normal period of study.
There is a corresponding range of support
available for different student groups.
ESG 1.5: Institutions should ensure that the
resources available for the support of student
learning are adequate and appropriate for eachprogramme offered. [] Support mechanismsshould be readily accessible to students and
designed with their needs in mind []
Institutions should routinely monitor, review
and improve the effectiveness of the support
services available to their students.
6.2 The programme ensures that all students
understand the requirements and receive timely,
useful and regular information and advice aboutrelevant academic requirements.
4 EXAMINATIONS: SYSTEM, CONCEPT AND ORGANISATION
The type, organisation and distribution ofexaminations are designed to support the
attainment of the intended learning outcomes by
the time the degree is completed.
Examinations are coordinated so that students
have sufficient time to prepare for them.
The timescale for marking exams does not
interfere with individual academic progression; in
particular, it must be possible to move directly
from a Bachelors degree to a Masters without
loss of time.The form of examination is laid down in themodule description for each module. It is ensured
h h f h hi
ESG 1.3: Students should be assessed usingpublished criteria, regulations and procedures
which are applied consistently.
Student assessment procedures are expected
to: be designed to measure the achievement of
the intended learning outcomes and other
programme objectives; be appropriate for
their purpose, whether diagnostic, formative
or summative; have clear and published
criteria for marking; be undertaken by people
who understand the role of assessment in the
progression of students towards theachievement of the knowledge and
competences associated with their intended
Principle 4: The institution ensures impartial andconsistent evaluation of students level of
achievement against the intended learning and
educational objectives and promotes academic
integrity.
a. The program evaluates students level of learning
outcome achievement against the intended learning
outcomes in accordance with the evaluation methodsand criteria described in the prospectus.
b. The assessment of the achieved learning outcomes
is based on clearly stated and transparent policies andprocedures as well as standards.
c. There are set mechanisms for review and
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provision) meets the qualitative and quantitative
requirements of the degree programme.
Any cooperation required within the higher
education institution is sufficient for the purpose
and subject to definitive arrangements.
It is made clear which collaborations from outside
the institution are used for the programme and to
train students. These collaborations are also
sufficient for the purpose and subject to definitivearrangements.
The organisation and decision-making structures
are suited to delivering the training measures.
The organisation is able to react to problems, solve
them and make up for shortfalls (e.g. staffing,
financing, numbers of incoming student) without
compromising students opportunity to complete
the degree in the normal time period.
ESG 1.2: Institutions should have formal
mechanisms for the approval, periodic review
and monitoring of their programmes and
degrees. [] The quality assurance of
programmes and degrees is expected to
include: [] availability of appropriatelearning resources; formal programme
approval procedures by a body other than thatteaching the programme.
environment conducive to learning.
6.3 There are necessary teaching and learning
resources to meet ensure achievement of intended
learning outcomes.
6 QUALITY MANAGEMENT: FURTHER DEVELOPMENT OF DEGREE PROGRAMMES
6.1 Quality assurance and further development
As a basis for (further) developing its degree
programmes and delivering them, the higher
education institution has developed and
documented its understanding of quality in studies
and teaching.
A quality assurance concept is in place. It is
regularly further developed, and is designed toensure the continual improvement of the degree
programme.This quality assurance system enables the HEI to:
ascertain any failure to achieve goals;check on the extent to which the set goals are
achievable and reasonable; and
draft suitable measures.Students and other stakeholders participate in
quality assurance activities.
Mechanisms and scopes of responsibility have
been determined to ensure the regular further
development of degree programmes.
ESG 1.1: Institutions should have a policy
and associated procedures for the assurance of
the quality and standards of their programmes
and degree. They should also commit
themselves explicitly to the development of a
culture which recognises the importance ofquality, and quality assurance, in their work.
To achieve this, institutions should develop
and implement a strategy for continuous
quality enhancements.
The strategy, policy and procedures should
have a formal status and be publicly available.
They should also include a role for students
and other stakeholders.
The policy statement is expected to include:
[] the responsibilities of departments,
institutions, faculties and other organisational
units and individuals for quality assurance;
[]
ESG 1.2: Institutions should have formal
mechanisms for the approval, periodic reviewand monitoring of their programmes and
degrees. [] The quality assurance of
1.7 There are set mechanisms and procedures in
place to ensure development, approval, monitoring
and periodic review of the academic programme.
Principle 7 The programme has internal quality
assurance system that promotes its maintenance and
continuous improvement.
7.1 The quality assurance is designed and operated to
attend to societal needs and students requests, aswell as to check the functions of the system itself.
7.2 There are well-established policies and
procedures for programme internal quality assurance.
7.4 The internal and external stakeholders are
involved in the quality assurance processes.
7.5 There are set mechanisms in place ensuring
dissemination of good practice to other relevant
programmes.
6.2 Instruments, methods and data 3.3 There are set mechanisms evaluating quality of
teaching and learning approaches
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0. BACKGROUND AND APPLICATION CONTENT0.1 BACKGROUND
0.2 APPLICATION CONTENT1. FIRST FORMAL INFORMATION1.1 NAMES OF THE COURSES
1.2 CLASSIFICATION OF MASTERS DEGREE
PROGRAMS AS A CONSECUTIVE EDUCATION IN
SEUA
1.3 FORMS OF EDUCATION
1.4 ACADEMIC DEGREES OF BACHELOR'S AND
MASTER'S DEGREE PROGRAMS
1.5 STANDARD PERIOD OF STUDY AND CREDIT POINTS
GAINED (BASED ON ECTS)
1.6 EXPECTED INTAKE FOR THE PROGRAMS1.6.1 Distribution of Students in Degree Programs
1.7 RESPECTIVE STUDIES AT THE BEGINNING OF THE
ACADEMIC YEAR AND FIRST-TIME OFFERED
COURSES
1.8 TUITION FEES/CHARGES2. COURSES: CONCEPT AND IMPLEMENTATION
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Appendix 1 Module Handbook on Credit System of
Education in SEUA
Appendix 2 Strategic Plan of the University
Appendix 3 SEUA Admission Regulations
Appendix 4 Regulation on the Rating System of Students
Knowledge Control and AssessmentAppendix 5 SEUA Academic Councils Decision
Appendix 6 Admission to the RA state and non-state
higher education Institutions
Appendix 7 Regulations on Magistracy Admission and
Training in SEUA
Appendix 8 Regulations on the RA state and non-state
higher education Institutions admission
Appendix 9 Regulations on the RA part-time education
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