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Accreditation
Programme Design
Whether what is taught is coherent, current and fit for the level awarded.
Axis 04 of 07
Why this axis
The credential has to mean something at the level it is awarded. This axis tests whether learning outcomes, content and structure are coherent, current and appropriate to that level and to professional practice.
What we ask
- What can a graduate do, stated as outcomes, and at what level?
- How does the curriculum build towards those outcomes?
- How is the content kept current with professional practice?
- How do learners apply what they learn?
Evidence we look for
- Programme specification, learning outcomes and curriculum map
- Syllabi, reading lists and applied or work-based components
- Records of curriculum review and external input
- Comparison of outcomes with the level descriptors the institution uses
What good looks like. Outcomes are measurable, each is taught and assessed somewhere in the curriculum, and the content is visibly revised when practice changes.
The other axes: Leadership & Governance · Strategy & Planning · Learner & Stakeholder Focus · Faculty & Delivery · Assessment & Results · Continuous Improvement