Template for Institutions on the Preparation Of

Submission Guide for Learning Programme Re-accreditation (Version 1.1) Submission Guide Learning Programme Re-accreditationNotes to Operators1. This is a Guide for Operators preparing their Accreditation Document for Learning Programme Re-accreditation (re-LPA). It advises on sources of evidence for the re-LPA. The Accreditation Panel may request further information in writing and / or during meetings with Operators. Please refer to the Guidance Notes on Initial Evaluation, Learning Programme Accreditation and Learning Programme Re-accreditation on HKCAAVQ website: http://www.hkcaavq.edu.hk/en/services/accreditation/academic- accreditation. 2. Operators of Associate Degree and Higher Diploma programmes should observe requirements of the Revised Common Descriptors for Associate Degree and Higher Diploma Programmes under the New Academic Structure published by Education Bureau available on HKCAAVQ website at http://www.hkcaavq.edu.hk/en/services/accreditation/academic-accreditation.3. It is important that Operators provide evidence to demonstrate they have met the respective accreditation criteria. Sources of evidence should also cover measures adopted by Operators which assure the quality of the student learning experience. The responsibility for providing appropriate evidence lies with the Operator. In preparing evidence, the emphasis should be put on its quality and relevance, not the amount. The following suggestions are for reference, and are not meant to be exhaustive. As Operators are diverse in nature and operational mode, it is likely that evidence will differ. 4. In presenting evidence for programme re-accreditation, Operators are normally only required to provide existing materials that reflect the implementation of Operators’ policies, processes and outcomes. Further clarification may be required if there are any significant gaps in the existing materials. 5. Operators should submit an Accreditation Document of a self-evaluative nature based on on-going internal review activities or where necessary, a© HKCAAVQ (August 2017) Page 1 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) separate self-evaluation process. Operators should present any enhancements made or planned arising from the review of their operation of the Programme since the last (re-)accreditation.6. The Accreditation Document should be presented in 2 parts: a Main Submission and Supporting Materials.7. The Main Submission is preferably limited to 30 A-4-sized pages, and presented in 13 sections. We suggest the following content for the sections: Section 1: Overview of the Operator Section 2: General Information about the Programme Section 3: Follow-up on Recommendations and Approved Substantial Change(s) Sections 4 to 13: Accreditation Criteria and Sources of Evidence – These sections should focus on providing explanations / analysis of evidence arising from the operation of the Programme during the validity period to show how accreditation criteria are met. Where necessary, existing programme information shall be presented as supporting materials to facilitate the Accreditation Panel to understand the explanations / analysis of evidence.8. The Supporting Materials should contain key institutional documents (e.g. Quality Assurance (QA) manual) and other supporting documents. These documents should be referred to in the Main Submission, with clear titles and labels for cross-referencing.9. Items listed in the Submission Guide with templates provided for reference are marked with an asterisk (*).© HKCAAVQ (August 2017) Page 2 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) Accreditation Document for Learning Programme Re-accreditation Section 1 Overview of Operator This section gives a brief introduction of the Operator. The following is required: Name of the Operator#  Vision and mission of the Operator  Organisational structure (e.g. governing body, faculties, schools, departments, administrative units and support services)  Brief history of the Operator (e.g. date of establishment, acquisition of accreditation status, and any major developments)  The host department, supporting departments, supporting units, boards, committees and other units involved in the Programme  Address of teaching venue(s)# in both English and Chinese, if applicable.Note: If the above information has not been changed since the most recently completed accreditation exercise, the need to re-submit individual items should be discussed with the Case Officer.Section 2 General Information about the Programme*This section gives general information about the Programme. The following is required:  Programme title#  Qualification title or exit award#  Intermediate exit award(s) (if applicable)#  Name of granting body#  Primary Area of Study / Training  Other Area of Study / Training (if any)  Mode(s) of study (e.g. full-time, part-time, or both)  Programme length (number of contact hours, minimum number of years, and maximum number of years)  Number of credits / QF credits required for intermediate exit award(s) (if any) and terminal exit award  Ratios of contact hours to self-study hours for various teaching and learning activities  Number and name of stream(s)© HKCAAVQ (August 2017) Page 3 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) Section 1 Overview of Operator  Number of enrolment(s) per year  Proposed maximum number of new student per year  Graduate Profile (for degree programmes) # in English and Chinese versions, if applicable. Section 3 Follow-up on Recommendations and Approved Substantial Change This section provides (a) an account of how the recommendation(s) from the most recent Learning Programme Accreditation (LPA) or re-LPA have been implemented, and other follow-up actions the Operator has taken; and (b) a brief summary of HKCAAVQ approved substantial change(s) during the validity period, if any. Note: Guidance Notes on Substantial Change to Accreditation Status can be found on HKCAAVQ website.Sections 4 to 13 Accreditation Criteria and Sources of Evidence For each criterion in Sections 4 to 13, Operators are required to demonstrate (a) how each criterion is met with the following information:  relevant evidence arising from the operation of the Programme during the validity period (suggested sources of evidence are listed below under each criterion)  relevant background programme information to facilitate understanding of the evidence(b) enhancements made or planned based on self-initiated review, if any, (apart from those reported in Section 3) including (i) review tools / methods used and (ii) summary of key review findings Accreditation Criteria Sources of Evidence (including Programme Information) Section 4 Programme Objectives and Learning Outcomes The learning outcomes should reflect  Samples of assessments showing the stated programme objectives, intended learning outcomes which are tested through assessment. correspond to the designated GLD at The evidence from assessments must the specified QF level© HKCAAVQ (August 2017) Page 4 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) Section 1 Overview of Operator show that the QF level of the learning  Feedback from external parties (e.g. outcomes correspond to the GLD and employers, external examiners, etc.) other relevant documents. relating to the attainment of intended learning outcomes  Recognition of student work by external parties (e.g. awards in open competitions) confirming the standard of intended learning outcomes  Graduate survey results showing graduate destinations are commensurate with programme objectives  Recognition of graduates by professional bodies (e.g. gaining membership status of professional bodies, passing of professional examinations, etc.) showing achievement of programme objectives.Programme Information  Programme objectives  Programme intended learning outcomes  Intended learning outcomes of each stream (if applicable)  Mapping of intended learning outcomes against programme objectives*Section 5 Programme Content and StructureThe content and structure of the  Minutes of meetings reflecting learning programmes must be up-to- discussion of coherence and date, and must be coherent, balanced effectiveness of programme structure and integrated to facilitate  Feedback from external parties progression, to enable (e.g. external examiners, external students/learners to achieve the advisors and professional bodies) stated learning outcomes and the confirming the programme content and required standards at the appropriate structure are up-to-date level in QF.  Results of student evaluation showing the content and structure are© HKCAAVQ (August 2017) Page 5 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) Section 1 Overview of Operator coherent and balanced  Internal review of relevant information (e.g. student progression rate, grade distribution reports) relating to student progression Programme Information  Programme documents (including programme structure* and syllabus)  Mapping of modules against programme intended learning outcomes and GLD at the specified QF level*Section 6 Admission Requirements and Student Selection The minimum admission  Student admission profiles requirements for the programmes confirming admission requirements are must be clearly outlined for students met and staff. These requirements and  Implementation of admission the student selection processes must processes and tools, e.g. interview ensure that students enrolling in the arrangements and reports, sample programmes have the knowledge and admission test papers and skills to be able to undertake the corresponding marking scheme, and learning activities proposed in the passing rate of the tests showing programmes. effective student selection process  Exemptions / advanced standing / special admission offered to students (including grounds) confirming established admission policies are followed  Comparable performance as indicated in grade distribution reports,© HKCAAVQ (August 2017) Page 6 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) progression rates, retention rates, graduation rates, graduate destinations, and other indicators of students admitted through various routes showing appropriateness of admission policy  Yearly student intake since the last (re-)accreditation mapped against the approved enrolment numbers*  Proposed maximum yearly student intake at each stage and in each stream, if any changes* Programme Information  Minimum entrance requirements for Year 1 entry and other entry points (if applicable)  Admission policy (including special admission, credit accumulation and transfer (CAT)^, exemption and advanced standing)  Student selection and enrolment procedures, including any procedures for recognising prior learning^Only applicable when Operators opt to have CAT assessed for inclusion in QR.Section 7 Teaching and LearningThe teaching and learning activities  Feedback on teaching methods designed for the programmes must (e.g. student surveys, external be effective in delivering the intended examiners’ reports, class observations, learning outcomes and programme etc.) confirming the methods are content. A range of appropriate appropriate and effective teaching methods must be employed  Evidence of effective student to effectively engage students in the engagement in the learning process learning process.  Samples of teaching and learning materials  Samples of tools / measures (e.g.© HKCAAVQ (August 2017) Page 7 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) feedback on interim / progress report, specific skill training courses, etc.) showing effective teaching and learning in project workProgramme Information  Guidelines / Instructions on project supervisionSection 8 Student AssessmentAssessments must support effective  Sample graded / marked learning and enable students to formative assessments and feedback demonstrate achievement of the mechanism to students for three learning outcomes and the required selected modules demonstrating standards. The assessment methods support for effective learning  Sample graded / marked and techniques used for the summative assessments for three programmes must be valid, reliable, selected modules (including capstone fair and sufficient to reflect the modules) demonstrating achievement learning outcomes at the claimed QF of the intended learning outcomes at levels. exit award / intermediate award level (if applicable)  Evidence showing execution of mechanisms (e.g. peer review) to ensure validity and fairness of assessments of individual performance in group work  Sample completed evaluation (e.g. peer review form) to ensure fairness of assessments of individual performance in group work  Evidence showing execution of mechanisms to ensure validity, reliability, fairness and sufficiency of assessment (e.g. comments on validity and sufficiency arising from external / internal moderation processes, double marking to ensure reliability, minutes of Board of Examiners)  Information demonstrating attainment of required standards (e.g. grade distribution of core modules,© HKCAAVQ (August 2017) Page 8 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) passing rate for each module, graduation rate, etc.)  Evidence of execution of plagiarism and appeal procedures to ensure validity, reliability and fairness of the assessmentProgramme Information  Assessment criteria and outline of assessment methods and weightings for the selected graded / marked assessments  Assessment policy  Assessment scheme of the Programme (e.g. forms of assessment methods and their weightings)*  Graduation requirements (including attendance requirement where applicable) for intermediate exit awards (if any) and the terminal exit award  Grade descriptors for the terminal exit award and intermediate exit awards (if any)  Policies on plagiarism and appealSection 9 Staffing and Staff DevelopmentOperators must have adequate  Profiles of management, teaching teaching and support staff with the and support staff mapped against qualities, competence, qualifications modules delivered showing adequacy and experience necessary for the of staff expertise and technical support effective programme management, to effective programme management, planning and delivery of the subject planning, delivery and monitoring of areas of the Programme* their programmes. There must be  Data on workload of teaching staff adequate staff development scheme demonstrating adequacy of staff* and activities to ensure that the  Composition of teaching staff teaching and support staff are kept including break-down of full-time and updated for the quality delivery of the part-time staff numbers and tenure of programmes. part-time staff demonstrating effectiveness of staff composition in quality delivery of the Programme© HKCAAVQ (August 2017) Page 9 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1)  Staff output (e.g. publications, consultancy work, externally funded projects) showing continuous improvement of qualifications / expertise of teaching staff  Records of discussion (e.g. minutes of meetings, review reports, etc.) on programme and module management reflecting subject expertise and experience of staff  Overview of staff development activities showing active staff engagement relevant for the Programme*  Information showing effectiveness of staff development strategies / activities  Effective academic leadership demonstrated through improved performance of the Programme (e.g. development of new streams / modules, improvement in research and consultancy through new initiatives, new collaborations with local / overseas parties, etc.)Programme Information  Ratio of teaching staff to students for the Programme  Full-time to part-time teaching staff ratio of the Programme (in terms of the total number of teaching hours)  Staff appointment criteria*  Staff composition and number in the coming five academic years, if any changes are planned*  Staff development plan for the coming two academic years reflecting staff development policySection 10 Financial and Physical Resources for Learning Programmes© HKCAAVQ (August 2017) Page 10 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) Operators must have adequate  Yearly student intake since the financial and physical resources for last (re-)accreditation mapped against the delivery of their programmes. the approved enrolment numbers to ascertain planned resources are sufficient to support student learning  Evidence of sufficiency of financial resources for sustained operation in case of under-enrolment  Income and expenditure for the Programme showing the Programme has been financially viable. If the Programme has been running in deficit, please explain how it has been financed, and provide proof.  Minutes from Board of Governors / Directors (or records from an authorised party) on financial matters showing adequacy of financial resources  Evidence demonstrating sufficiency and quality of physical resources (e.g. utilization rate, class / student timetable, maintenance / upgrade plan for physical resources)  Feedback from students and staff on physical resources showing their adequacyProgramme Information  Description of the premises and teaching facilities for the Programme  A list of specialist facilities and equipment required for the Programme  Library resources relevant to the Programme  Budget for the Programme in the coming three yearsSection 11 Quality Assurance (including Programme Development and Management) Operators must (i) develop learning  Evidence of use of quantitative© HKCAAVQ (August 2017) Page 11 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) programmes by addressing the needs indicators to monitor programme of the community, employees and quality (e.g. remedial actions taken to employers and aligning them with the address issues identified from analysis GLD of the QF; and (ii) monitor and of pass rate). Examples of commonly review the performance of all their used indicators include retention rates, programmes on an ongoing basis to pass rates and graduation rates ensure that the programmes remain  Evidence of use of feedback to current and valid and that the learning assure programme quality. Feedback outcomes, teaching and learning sources should normally include activities and student assessments reports from external examiners, are effective. external advisors, feedback from students and potential employers.  Evidence showing execution of QA procedures (programme monitoring, delivery, review, modification) to assure programme quality. Examples include internal review reports / meeting minutes of QA committee and programme committee.  Evidence showing execution of complaints handling mechanism to ensure programme quality  Quantitative indicators demonstrating the market demand of the Programme (e.g. applications to places ratio (ratio of number of applicants to number of students admitted), take-up rate (ratio of number of students enrolled to number of offers))  Survey on student destinations demonstrating the market demand for graduates of the ProgrammeProgramme Information  Composition, membership and terms of reference of the committees involved in assuring quality  QA Manual showing, among others, the processes / measures for ensuring the quality of the Programme at various stages: - programme development© HKCAAVQ (August 2017) Page 12 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) - programme management - programme review - programme modification  Profiles of external advisors and external examiners engaged  Mechanism for collecting stakeholder feedback  Complaint-handling proceduresSection 12 Workplace Attachment and Student Support ServicesOperators must provide students with  Lists of major student support clear, accurate information and activities (e.g. talks, workshops and dependable access to workplace orientation, counselling and career attachment and support services that services) conducted and students’ participation rate to demonstrate give students optimum opportunity for student engagement successful completion of the  Student feedback showing their programme. satisfaction with support services Evidence of support to student activities / bodies relevant to the Programme to enrich student learning experienceSources of evidence on workplace attachment (i f applicable )  Records of placement showing sufficient and relevant placement opportunities  Records of placement supervision and results (e.g. logbook, internship reports) demonstrating attainment of intended learning outcomes  Evaluation and feedback from stakeholders (e.g. placement supervisors, teaching staff and students) demonstrating the effectiveness of placement © HKCAAVQ (August 2017) Page 13 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) Programme information  Support services provided to students  Student handbook, brochure or website outlining programme information, support services, and relevant student policies  Guidelines / manual of workplace attachment / internship (if applicable) Section 13 Student Records and Information Management Operators must have effective  Evidence showing execution of administration and management procedures to ensure integrity, systems and procedures in place to security, accuracy and currency of ensure integrity, security, accuracy student record (e.g. remedial actions and currency of their record. taken in response to irregularities of student record)Programme Information  An overview of the information management system for student records  Documented administrative and record-keeping procedures  Roles and duties of responsible unit(s) in managing student information© HKCAAVQ (August 2017) Page 14 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) Glossary of Terms Term DefinitionAccreditation HKCAAVQ specified in Part 1 of Schedule 1 of the Accreditation Authority (AA) of Academic and Vocational Qualifications Ordinance (AAV`QO) (Cap 592) to accredit Operators and learning programmes for the purpose of entering their qualifications into the Qualifications Register (QR), for recognition under the Qualifications Framework (QF). Accreditation Prepared by the Operator to substantiate its claim of meeting the Document required standards when undertaking any stage(s) of the Four- stage Quality Assurance Process. For Operators acquiring accreditation status at QF level 3 or below, the document is presented in the Application Form available at HKCAAVQ website. Accreditation A panel consisting of specialists with expertise in the relevant Panel discipline/industry/quality assurance issues. It is formed to assess the Operator/learning programmes in each stage of the Four-stage Quality Assurance Process under the guiding principle of ‘peer review’, with a HKCAAVQ staff member serving as the Panel Secretary.Accreditation A report issued by HKCAAVQ pursuant to section 5 of the Report AAVQO on completion of any stage of the Four-stage Quality Assurance Process after conducting the relevant accreditation tests.Accreditation The standards specified for the respective accreditation criteria, Standards listed in the relevant sets of guidance notes on individual stage(s) of the Four-stage Quality Assurance Process. Advice Advice is an opinion of the Panel for the improvement of Operators and/or learning programmes. It provides for the sharing of good practice in education and training among peers. It is non-binding and Operators are not required to report follow-up actions taken, if any, to HKCAAVQ.© HKCAAVQ (August 2017) Page 15 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) Condition A condition forms part of the accreditation determination(s), to be fulfilled by the Operator prior to the start of the validity period of the accreditation status (pre-condition), or by a specified deadline(s) during the validity period (requirement). Criteria The elements for consideration in an accreditation exercise, as specified in the relevant set of guidance notes on individual stages of the Four-stage Quality Assurance Process. Each stage in the process has a specific purpose and therefore requires relevant evidence corresponding to the respective accreditation criteria and standards. Four-stage The Process is a quality assurance mechanism with four Quality stages, i.e. Initial Evaluation (IE), Learning Programme Assurance Accreditation (LPA), Programme Area Accreditation (PAA) and Process (the Periodic Review (PR). It forms the means through which Process) HKCAAVQ evaluates Operators and their learning programmes under the Qualifications Framework.Initial Evaluation The first stage of the Four-stage Quality Assurance Process. It (IE) assesses the institutional competency of Operators to effectively manage and provide adequate resources for the development, delivery, assessment and quality assurance of their learning programmes and educational services in order to meet their claimed objectives and QF standards. Learning A programme of study or training defined by a curriculum (which Programme may consist of one or more modules, units, subjects or courses or any combination of those elements) that includes, where the context permits, any proposed programme of such studies or training.Learning The second stage of the Four-stage Quality Assurance Process. Programme It evaluates a learning programme to ensure that the Accreditation standards of the stated programme objectives are met, and (LPA) learning outcomes are delivered commensurate with the claimed Qualifications Framework level of competency, with reference to the Generic Level Descriptors. © HKCAAVQ (August 2017) Page 16 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) Learning The cyclical re-evaluation of an accredited learning programme. Programme Re- It ascertains whether the learning programme continues to meet accreditation the standards of the claimed objectives, and delivers the (Re-LPA) learning outcomes commensurate with the claimed Qualifications Framework level of competency as determined at the preceding LPA. Learning The knowledge, skills and application ability attained by a Outcome student/leaner as a result of completing the learning programme.Operator A person, school, institution, or organisation or other body, the whole or part of the business of which includes the operation of any learning programme or any part of a learning programme.Pre-condition A pre-condition forms part of the accreditation determination, to be fulfilled by the Operator prior to the start of the validity period of the accreditation status. Qualification A formal award given in recognition of the skills, knowledge and experience acquired by an individual upon the satisfactory completion of a learning programme that meets specified QF standards. It is granted on the basis of formal assessment. The award title should follow the policy laid down by the EDB (http://www.hkqf.gov.hk), and should not include a Statement of Attendance. Qualifications A hierarchy of recognised qualifications in academic, vocational Framework (QF) and continuing education as well as qualifications attained by individuals through the Recognition of Prior Learning (RPL) scheme in Hong Kong. It is characterised by three key features: level, which reflects the depth and complexity of learning leading to the qualification; award title, which reflects the nature, area of study and hierarchy of the qualification; and credit, which indicates the volume or size of learning leading to the qualification. There are seven levels in the QF.Qualifications Under QF, each qualification is assigned a level to indicate its Framework position in the hierarchy relative to others. The level of a Level qualification is determined in accordance with a set of Generic Level Descriptors (GLD) which specifies the outcome standards expected of the qualification at each level.© HKCAAVQ (August 2017) Page 17 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) Qualifications The skills, knowledge or experience acquired upon the Framework completion of the learning programme that are commensurate Standards with the requirements under the specified level of the QF. Qualifications The public face of the QF containing all qualifications that have Register (QR) been quality assured under the QF. HKCAAVQ is specified in Cap 592 as the QR Authority.Qualifications HKCAAVQ specified in Part 2 of Schedule 1 of the Accreditation Register of Academic and Vocational Qualifications Ordinance (AAVQO) Authority (Cap 592) is responsible for maintaining the Qualifications Register (QR).Recommendation A recommendation forms part of the accreditation determination. It has a continuous improvement purpose and is directly related to the accreditation criteria. It is non-binding in nature but Operators should explain if/how recommendations have been addressed at the time of re-accreditation or Periodic Review.Requirement A requirement forms part of the accreditation determination, to be fulfilled by Operators by the specified deadline(s) during the validity period of the approved accreditation status. Restriction Any restriction that may be imposed in HKCAAVQ's determination and subject to which the determination is to have effect. A restriction forms part of the accreditation determination, to be fulfilled by Operators by the specified deadline(s) during the validity period of the approved accreditation status. The Operators ability to fulfil the restriction is dependent on actions taken by Third Parties. Service A contract between HKCAAVQ and an Operator to undertake Agreement an accreditation exercise.Site Visit A visit to the Operator’s learning centre/campus used for the purpose of delivering the learning programme(s) under study. This is an integral part of an accreditation exercise, conducted primarily to collect evidence for evaluating whether the accreditation criteria are met. © HKCAAVQ (August 2017) Page 18 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) Statement of An official document issued by HKCAAVQ confirming the Accreditation granting of accreditation status to an Operator. It is issued Approval together with the accreditation report for approved cases, or upon satisfactory fulfilment of all pre-condition(s) in cases for which pre-condition(s) are set.Terms of The Terms of Reference set out the services that will be Reference provided to an Operator, the fee and the conditions under which the services will be provided.Validity Period The period of time in which an approved accreditation status is effective as stipulated in the accreditation report. The validity period for Stage 1 IE is standardised as two years subject to conditions; the validity period for Stage 2 LPA and re-LPA is linked to programme quality and duration; and the validity period for Stage 3 PAA and Stage 4 PR is five years. © HKCAAVQ (August 2017) Page 19 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) Templates for Academic Operators in Preparing an Accreditation Document for Learning Programme Re-AccreditationNotes to Operators1. Templates for items marked with an asterisk (*) in the Submission Guide are enclosed for reference. 2. Operators are required to provide explanations / analysis of evidence arising from the operation of the Programme during the validity period to show how accreditation criteria are met. 3. Please click the links below for access to the relevant templates.Links to TemplatesSession 2...... 18 General information about the Programme...... 18 Graduate Profile (for degree programmes)...... 20Session 4...... 21 Mapping of intended learning outcomes against programme objectives...... 21Session 5...... 22 Programme Structure...... 22 Mapping of modules against programme intended learning outcomes...... 24 Mapping of modules against the Generic Level Descriptors (GLD) of the QF...... 24Session 6...... 25 Yearly student intake since the last (re-)accreditation mapped against the approved enrolment numbers...... 25 Maximum yearly student intake in the coming five academic years...... 25Session 8...... 26 Assessment scheme...... 26Section 9...... 27 Current profiles of management, teaching and support staff for the Programme...... 27 Workload of teaching staff of the Programme...... 27© HKCAAVQ (August 2017) Page 20 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) Induction / development activities that staff members of the Operator for the Programme completed...... 27 Appointment criteria for management and teaching staff of the Programme at different ranks...... 28 Composition and number of teaching staff planned for the Programme in the coming five academic years...... 28© HKCAAVQ (August 2017) Page 21 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) Session 2 General information about the ProgrammeProgramme title (in English and Chinese, if applicable) Qualification title of QF level: terminal exit award (in English and Chinese, if applicable) Qualification title of QF level: intermediate exit award (if applicable) (in English and Chinese, if applicable) Award granting body (in English and Chinese, if applicable) Mode of study (there can be more than  Full-time  Part-time  Others: one mode) Primary Area of Study / Training[1] Other Area of Study / Training[1] (if any) Length of programme Max. no. of years: leading to terminal exit Min. no. of years: award Number of notional learning hours: Number of QF credits[2] / credits required for graduation: Contact hours required for the above QF credits[2] / credits: Ratios of contact hours to self-study hours for various teaching and learning activities: Length of programme Max. no of years: leading to intermediate Min no. of years: exit award (if applicable) Number of notional learning hours: © HKCAAVQ (August 2017) Page 22 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) Number of QF credits[2] / credits required for graduation: Contact hours required for the above QF credits[2] / credits: Ratios of contact hours to self-study hours for various teaching and learning activities: Name of stream(s) [3] (if applicable) Number of enrolment(s) per year Proposed maximum number of new students per yearNotes: [1] 21 subject areas and disciplines have been categorised. Qualifications and the respective learning programmes in the Qualifications Register are grouped against them. Please refer to the 21 Areas of Study / Training at http://www.hkqr.gov.hk/HKQR/guidelinesFile/QR_Links/Glossary/Areas%20of%20Study %20Training/EN/QR%20-%20Areas%20of%20Study%20and%20Training%20(English) %2022%2005%202009.pdf for details. [2] QF credit – QF credit is a measure of the size or volume of learning. Please refer to the Concept and Principles of QF Credit under Hong Kong Qualifications Framework at http://www.hkqf.gov.hk/media/HKQF/HKQF_Credit_E_2012_10.pdf. The implementation timetable for the use of credit is available at http://www.hkqf.gov.hk/guie/HKQF_ATS_and_Credit_Timetable.asp. [3] Where “Stream” is mentioned, this refers to Stream, Concentration, Specialisation, Major of Study, as appropriate.© HKCAAVQ (August 2017) Page 23 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) Graduate Profile (for degree programmes) Qualification Title (in English and Chinese, if applicable)Qualification Type (e.g. Bachelor Degree)QF Level Primary Area of Study / TrainingOther Area of Study / Training (if any)Programme ObjectivesProgramme Intended Learning OutcomesEducation PathwaysEmployment PathwaysMinimum Admission RequirementsOperator (in English and Chinese, if © HKCAAVQ (August 2017) Page 24 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1.1) applicable)Session 4Mapping of intended learning outcomes against programme objectivesProgramme Intended Learning Outcomes Programme Objectives (PILOs) 1 2 3 4 5 6 7 8 1. 2. 3. 4. 5. 6. Note: A “” in the above table indicates that the PILOs contribute to that particular programme objective.© HKCAAVQ (August 2017) Page 25 of 33 Submission Guide for Learning Programme Accreditation (Version 1. 2 ) ______Session 5Programme StructureYear 1Non- Notional Contact Modules # # # # Pre-requisite Contact Learning Credits QF Credits Core Elective Generic Specialised Hours Hours HoursStream-specific Modules: Name of Stream: Year 2Non- Notional Contact Modules # # # # Pre-requisite Contact Learning Credits QF Credits Core Elective Generic Specialised Hours Hours HoursStream-specific Modules: Name of Stream: Year 3Non- Notional Contact Modules # # # # Pre-requisite Contact Learning Credits QF Credits Core Elective Generic Specialised Hours Hours HoursStream-specific ______© HKCAAVQ (March 2015) Page 26 of 33 Submission Guide for Learning Programme Accreditation (Version 1. 2 ) ______Modules: Name of Stream: Year 4 Non- Notional Contact Modules # # # # Pre-requisite Contact Learning Credits QF Credits Core Elective Generic Specialised Hours Hours HoursStream-specific Modules: Name of Stream: Total no. of generic modules: modules / Credits / QF Credits ( %) Total no. of specialised modules: modules / Credits / QF Credits ( %) Others (please specify): modules / Credits / QF Credits ( %)#Note: Please put a “” in the above table to indicate the category of each module concerned. ______© HKCAAVQ (March 2015) Page 27 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1. 0 ) Mapping of modules against programme intended learning outcomesPILO Programme Intended Learning Outcomes (PILOs) Modules 1 2 3 4 5 6 7 8Note: A “” in the above table indicates that the module contributes to that particular PILO.Mapping of modules against the Generic Level Descriptors (GLD) of the QFGLD (QF Level ) GLD (QF Level ) Application, Application, Domain Knowledge Knowledge Autonomy Communicati Autonomy Communicati and and Processes and on, IT and Processes and on, IT and Intellectual Intellectual Accountabilit Numeracy Accountabilit Numeracy Skills Skills y y K K .. P P A A C C K K .. P P A A C C Module … … … … … … 1 2 . 1 2 1 2 1 2 1 2 . 1 2 1 2 1 2… … Notes: 1. Please refer to the Generic Level Descriptors (GLD) published by the Government at http://www.hkqf.gov.hk/guie/HKQF_GLD.asp. 2. Please show modules that benchmark at the exit QF level of the qualification, and also those at one QF level below the exit level. Please use separate tables if there are more than one exit qualifications. A “” in the above table indicates that the intended learning outcomes of the course / module fulfil the requirement of that particular GLD domain.© HKCAAVQ (March 2015) Page 28 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1. 0 ) Session 6Yearly student intake since the last (re-)accreditation mapped against the approved enrolment numbersI. Approved maximum student numbers specified in LPA / re-LPA reportII. Yearly student intake since the last (re-)accreditationAcademic year Part- Part- Part- Part- Full- Full- Full- Full- time time time time time time time time /FTE /FTE /FTE /FTE Year 1 Year 2 Year 3 Total: #Note: This refers to the non-cumulative number of students admitted in a particular year. Maximum yearly student intake in the coming five academic yearsAcademic Year Current year 201X/1X 201X/1X 201X/1X 201X/1XYear of study Full- Part-time Full- Part-time Full- Part-time Full- Part-time Full- Part-time time / FTE time / FTE time / FTE time / FTE time / FTE Year 1 Year 2 Year 3 Total: Note: FTE – Full-Time Equivalent. Please also include enrolment number by stream where appropriate.© HKCAAVQ (March 2015) Page 29 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1. 0 ) Session 8Assessment schemeYear 1 Modules Continuous / Formative Assessment Summative Assessment Method % Method % Method % Method % Method %Stream-specific Modules: Name of Stream: Year 2 Modules Continuous / Formative Assessment Summative Assessment Method % Method % Method % Method % Method %Stream-specific Modules: Name of Stream: Year 3 Modules Continuous / Formative Assessment Summative Assessment Method % Method % Method % Method % Method %© HKCAAVQ (March 2015) Page 30 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1. 0 ) Stream-specific Modules: Name of Stream: Section 9Current profiles of management, teaching and support staff for the ProgrammeModule(s) Staff Relevant Relevant Work Expertise Others Skills Teaching / Position FT / PT No. Qualifications Experience (if any) Supporting (if applicable) Management Staff 1 2 Teaching Staff 3 4 Support Staff 5 6 Workload of teaching staff of the ProgrammeRank / Post Maximum Maximum Maximum of Overall Load Teaching Load Administrative Load (Teaching Load and (Hours / week) (Hours / week) Administrative Load) © HKCAAVQ (March 2015) Page 31 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1. 0 ) (Hours / week)Induction / development activities that staff members of the Operator for the Programme completedStaff Completion Name of Activity and Organiser / Awarding body Duration No. date (mm/yy) 1 2 3 4 5 Appointment criteria for management and teaching staff of the Programme at different ranksAppointment Criteria Rank Academic / Professional Work experience Others Qualifications Management Staff Teaching Staff © HKCAAVQ (March 2015) Page 32 of 33 Submission Guide for Learning Programme Re-accreditation (Version 1. 0 ) Composition and number of teaching staff planned for the Programme in the coming five academic yearsProjected Staff Number#Academic Year Current year 201X/1X 201X/1X 201X/1X 201X/1XStatisticsPost by Full- Part-time Full- Part-time Full- Part-time Full- Part-time Full- Part-time ranks time / FTE time / FTE time / FTE time / FTE time / FTENote: Cumulative figures should be presented. © HKCAAVQ (March 2015) Page 33 of 33

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