The main methods, tools and approaches for assessing student learning outcomes in PPHE institutions are similar to those outlined in Subchapter 7.2 First-cycle programmes.
1. Organisation and governance
- 1.1 Fundamental principles and national policies
- 1.2 Lifelong learning strategy
- 1.3 Organisation of the education system and of its structure
- 1.4 Organisation of private education
- 1.5 National Qualifications Framework
- 1.6 Administration and governance at central and/or regional level
- 1.7 Administration and governance at local and/or institutional level
- 1.8 Statistics on educational institutions
5. Upper secondary and post-secondary non-tertiary education
- 5.1 Organisation of specialised secondary education
- 5.2 Teaching and learning in specialised secondary education
- 5.3 Assessment in specialised secondary education
- 5.4 Organisation of vocational education and training
- 5.5 Teaching and learning in vocational education and training
- 5.6 Assessment in vocational education and training
- 5.7 Organisation of professional pre-higher education
- 5.8 Teaching and learning in professional pre-higher education
- 5.9 Assessment in professional pre-higher education
- 5.10 Organisational variations and alternative structures
8. Teachers and education staff
- 8.1 Initial education for teachers working in early childhood and school education
- 8.2 Conditions of service for teachers working in early childhood and school education
- 8.3 Continuing professional development for teachers working in early childhood and school education
- 8.4 Initial education for academic staff in higher education
- 8.5 Conditions of service for academic staff working in higher education
- 8.6 Continuing professional development for academic staff working in higher education
- 8.7 Initial education for teachers and trainers working in adult education and training
- 8.8 Conditions of service for teachers and trainers working in adult education and training
- 8.9 Continuing professional development for teachers and trainers working in adult education and training
9. Management and other education staff
- 9.1 Management staff for early childhood and school education
- 9.2 Staff involved in monitoring educational quality for early childhood and school education
- 9.3 Education staff responsible for guidance in early childhood and school education
- 9.4 Other education staff or staff working with schools
- 9.5 Management staff for higher education
- 9.6 Other education staff or staff working in higher education
- 9.7 Management staff working in adult education and training
- 9.8 Other education staff or staff working in adult education and training
11. Educational support and guidance
- 11.1 Special education needs provision within mainstream education
- 11.2 Separate special education needs provision in early childhood and school education
- 11.3 Support measures for learners in early childhood and school education
- 11.4 Guidance and counselling in early childhood and school education
- 11.5 Support measures for learners in higher education
- 11.6 Guidance and counselling in higher education
- 11.7 Support measures for learners in adult education and training
- 11.8 Guidance and counselling in a lifelong-learning approach
12. Mobility and internationalisation
- 12.1 Mobility in early childhood and school education
- 12.2 Mobility in higher education
- 12.3 Mobility in adult education and training
- 12.4 Other dimensions of internationalisation in early childhood and school education
- 12.5 Other dimensions of internationalisation in higher education
- 12.6 Other dimensions of internationalisation in adult education and training
- 12.7 Bilateral agreements and worldwide cooperation