Notes to the
Teaching and Examination
Regulations model for 2014-2015
Bachelor's programme/Master's programme
Owner: O2
Approved by the Executive Board on 17 December 2013
Teaching and Examination Regulations 2014-2015
General
The Teaching and Examination Regulations [Onderwijs- en examenregeling, abbreviated to 'OER' in
Dutch) contains information on the education provided by a degree programme or group of degree
programmes. If the Teaching and Examination Regulations relate to a group of degree programmes,
the relevant programmes will be stated on the front page and in Article 1.2 of the Regulations.
A distinction is made between students, external candidates and course participants. Students and
external candidates pursue programmes recognised by the Dutch government and are in most cases
also government funded. Course participants pursue – non-government funded – commercial
programmes, some of which may or may not be recognised by the Dutch government. The Teaching
and Examination Regulations apply to students and external candidates, and do not apply or only to a
limited extent to course participants.
The Teaching and Examinations relate to the summative assessments carried out during a degree
programme, in other words the interim examinations and partial interim examinations that count
towards passing an academic module.
The Teaching and Examination Regulations form part of the Students’ Charter. Each year (sections of)
the Teaching and Examination Regulations are reviewed to determine whether they require
amendment. The topics contained in the Teaching and Examination Regulations that apply to all
students are determined by the Executive Board; the topics that only apply to a certain degree
programme or group of degree programmes are determined by the dean. The Representative
Advisory Board and the Representative Councils are involved in decisions taken on the Teaching and
Examination Regulations, while the programme committees issue an advisory opinion.
The Teaching and Examination Regulations form an integral part of the following:
• The Examination Board Regulations
• The Regulations concerning studying with a disability
• Protocols for administering tests
• The Policy Memorandum concerning minor programmes (draft)
• The Code of Conduct for Student Counsellors
• The Code of Conduct for International Students
The documents can be viewed on the Intranet under AUAS>AUAS Policy.
Any relevant article in the Teaching and Examination Regulations is clarified and explained in these
notes, where necessary. References to the 'Bachelor's programme model' in these notes apply only to
the Teaching and Examination Regulations model for the Bachelor's programme.
Chapter 1 General
Article 1.2 Scope of the Regulations
Notes to Paragraphs 1 and 7 (Bachelor's programme model)
The AUAS Excellence Programme includes programmes which meet the specified criteria and are
recognised as such by the Executive Board. An Excellence Programme may form part of a regular
Bachelor's programme.
Students are selected for Excellence Programmes. If the Excellence Programme forms part of the
regular programme, student selection must be provided for in Article 2.1b of the Teaching and
Examination Regulations. The admission requirements for an Excellence Programme that does not
form part a regular Bachelor's programme are specified by the School or the degree programme in
separate regulations.
An Excellence Programme not forming part of a regular Bachelor's programme does not necessarily
imply that the Examination Board has no involvement in it. If Article 1.2(7) is declared applicable, the
Examination Board may also monitor the quality of an extracurricular Excellence Programme. As
stated in Paragraph 7, the only exception is that a student may not appeal to the Appeals Tribunal for
Higher Education (CBHO). The Tribunal only deals with appeal cases concerning study components
belonging to a degree programme.
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Notes to Paragraph 5 (Bachelor's programme model)
An Associate Degree programme is a component of a Bachelor's programme. Students who
successfully complete an Associate Degree programme are awarded a separate degree.
No more than half of the Associate Degree programme curriculum may be taught by another
professional education institution as referred to in Section 1.4.1 of the Adult and Vocational Education
Act [Wet educatie en beroepsonderwijs]. The Bachelor's programme must at least provide for the
graduation phase and the final examination of the programme. If a section of the curriculum is be
taught by another institution as referred to above, approval must be obtained from the Minister of
Education, Culture and Science.
Chapter 2 Admission to the degree programme
Article 2.1 Educational entry requirements
Notes to Paragraph 1 (Bachelor's programme model)
To gain admission to a degree programme, students must meet the stipulated educational entry
requirements. Dutch students wishing to pursue a Bachelor’s programme must hold a senior
secondary vocational education [MBO - middelbaarberoepsonderwijs] diploma, a senior general
education [HAVO - hoger algemeen voortgezet onderwijs] diploma or a pre-university [VWO voorbereidend wetenschappelijk onderwijs] diploma with the appropriate subject cluster. The subject
cluster differs for each degree programme and is indicated in Article 2.1 of the Teaching and
Examination Regulations.
Further information on the required subject clusters for the various Bachelor's programmes can be
found in the Regulations concerning further educational entry requirements for higher education 2007:
http://wetten.overheid.nl/BWBR0022022/BijlageD/geldigheidsdatum_06-11-2013 (in Dutch)
If prospective students do not hold any of the above diplomas, admission may in some cases still be
granted if they hold equivalent diplomas. Persons aged 21 or above who do hold the appropriate
diploma or an equivalent diploma may gain admission on the basis of an admission test as provided
for in Article 2.5 of the Teaching and Examination Regulations, or on the basis of an RPL report as
referred to in Article 2.6 of the Teaching and Examination Regulations.
The Examination Board decides on any non-regular admission to a degree programme. A positive
Examination Board decision granting admission to a degree programme does not mean that the
prospective student has in fact been enrolled as a student or an external candidate. Prospective
students may only pursue the programme if they have also complied with all further enrolment
conditions.
In some cases, part-time programmes require that students work in a certain sector as provided for in
Article 2.3 of the Teaching and Examination Regulations. A dual programme may only be pursued
if the student has a training-employment contract. The requirements with which such an agreement
must comply are set out in Article 2.4 of the Teaching and Examination Regulations.
Additional admission requirements apply to some degree programmes, but only if there is a legal basis
for such additional requirements.
Article 2.1a Admission to the three-year VWO track
(Bachelor´s programme model)
The Dutch Higher Education and Research Act [Wet op het hoger onderwijs] enables higher education
institutions to offer pre-university students a fast-track worth 180 ECTS credits. AUAS degree
programmes may offer a three-year VWO track subject to Executive Board approval.
The Dutch Higher Education and Research Act also enables higher education institutions to admit
students who have pursued prior education other than VWO to the three-year VWO track. Senior
general secondary education (HAVO) students whose average mark is 8 on their list of marks can also
gain admission to the three-year VWO track at the AUAS, provided they have the appropriate subject
cluster.
Article 2.1b Admission to special tracks aimed at achieving a higher knowledge level
(Bachelor´s programme model)
Excellence Programmes (Honour's programmes) which are part of a regular programme are
designated as special tracks at the AUAS. A further example of a special track is the academic route
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offered by the School of Social Work and Law and the School of Education to students wishing to
transfer to a research-oriented Master's programme or an Excellence minor.
The Teaching and Examination Regulations must state who may be admitted and how selection takes
place for each track offered by the degree programme (Paragraph 2).
Article 2.4 Admission to dual programmes
(Bachelor´s programme model)
Those pursuing a dual programme are employed in the professional field for which the dual
programme provides training; this does not apply to full-time and part-time programmes. A part-time
programme may nonetheless require that students work in a certain sector in order to gain admission
to the programme. If this admission requirement applies, it is provided for in Article 2.3 of the
Teaching and Examination Regulations. The employment requirements for dual programmes are
set out in Article 2.4 of the Teaching and Examination Regulations. The contract must incorporate
the information set out in Paragraph 3c of this article: the knowledge, insights and skills students
should have acquired on completion of the degree programme and which must be put into practice
during their period of professional practice. This means that requirements are imposed on the
workplace.
Article 2.6 Admission on the grounds of an RPL assessment
(Bachelor´s programme model)
The procedure for the recognition of prior learning (RPL) always takes place before enrolment. The
Examination Board determines on the basis of the RPL report whether the person concerned will be
admitted to the degree programme, and for which study modules – or components thereof –
exemption may be granted. This is provided for in Articles 2.6 and 5.9 of the Teaching and
Examination Regulations. The AUAS only recognises RPL tracks of the AUAS RPL Centre as they
are guaranteed to match the profile of the relevant AUAS Bachelor's programme.
The RPL report is in fact a recommendation issued to the Examination Board. However, the
Examination Board is under no obligation to follow the recommendation and has discretionary power
in this area. If an Examination Board decides not to grant an individual admission to the degree
programme or not to grant exemptions on the basis of an RPL report, the person concerned may
appeal against this decision. However, this will not lead to a refund of the amount paid for drawing up
the RPL report. An appeal should therefore not be lodged for the purpose of obtaining a refund.
Article 2.4 (M)/2.8 (B) English language tests
The IELTS test has preference due to the fact that speaking skills are also assessed. Because an
IELTS test cannot be taken in all countries, a test described in Paragraph 2 will suffice.
Article 2.5 (M)/2.9 (B) Refusal of admission based on unsuitability
If, due to their conduct or remarks, current or prospective students demonstrate that they are
unsuitable for practising the profession for which the degree programme trains students, the
Examination Board may advise the Dean not to enrol the person concerned or to terminate their
enrolment pursuant to Article 2.9 of the Teaching and Examination Regulations. Fortunately, these
cases are exceptional and rarely occur in practice. However, a person who is not admitted to a degree
programme due to conduct or remarks may of course lodge an appeal.
Chapter 3 The curriculum
Article 3.2
Structure of the Bachelor's programme and study load
(Bachelor's programme model)
This article must list the complete range of Bachelor's programmes offered.
Some Bachelor's programmes feature specialisations. The Teaching and Examination Regulations
will in that case refer to a specialisation. If a degree programme features a specialisation, this will be
stated in Article 3.2 of the Teaching and Examination Regulations. A specialisation is usually
offered by one degree programme; however, a specialisation may also be offered jointly by several
universities of applied sciences, in which case the specialisation concerned is referred to as a joint
specialisation. A specialisation will always have the same CROHO number [CROHO is the Dutch
abbreviation for Central Register of Higher Education Study Programmes] as that of the degree
programme(s) to which the specialisation belongs.
Article 3.4 Facilities for students with a disability
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The Equal Treatment of Disabled and Chronically Ill People Act [Wet Gelijke Behandeling op grond
van handicap of chronische ziekte] entered into force on 1 December 2003. The Act forbids direct or
indirect discrimination on the basis of an individual's actual or supposed handicap or chronic illness.
A prospective student may not be refused admission to a degree programme on account of a
handicap or chronic illness. The ban on discrimination also means that the AUAS is legally required to
make adjustments.
The AUAS endorses the definition applied by the Ministry of Education, Culture and Science:
'Disability and chronic illnesses are taken to mean all physical, sensory or other disorders that delay
study progress. They not only include visual, auditive and motor handicaps, mathematics-related
disability (dyscalculia), disorders relating to language (dyslexia), speech, stamina, memory/the ability
to concentrate and bodily functions, but also phobias, depression, epilepsy, chronic fatigue syndrome
(ME), chronic RSI and severe migraine'.
See also: The Regulations concerning studying with a disability (https://intra.hva.nl/diensten/cvb/hvabeleid/beleidskader-functiebeperking-v-1-0-def.pdf)
Article 3.11 Minors
Notes to Paragraph 4 (Bachelor's programme model)
The learning objectives of the minor chosen by students need not contribute to the Bachelor's
programme exit-level qualifications. Competencies acquired elsewhere are also taken to mean already
having command of a foreign language or competencies acquired in a programme track previously
pursued at a university of applied sciences or a research university.
The Examination Board assesses two aspects: the overlap with the degree programme concerned and
the competencies already acquired.
Notes to Paragraph 5 (Bachelor's programme model)
A degree programme which sets requirements arising from the professional field/professional group to
the design of the curriculum may impose requirements on the content of the minor to be pursued. This
applies, for instance, to the Maritime Officer training programme, where the professional group
requires students to complete a one-year work placement while studying, or to the Accountancy study
programme in connection with a national curriculum. If a degree programme believes that it should
impose content-related requirements on these grounds, it must obtain consent from the Executive
Board.
Chapter 4 Examinations and diplomas
Article 4.3 Diplomas
Notes to Paragraph 1c (Bachelor's programme model)
A special track, as referred in Article 3.10, successfully completed by students must be stated on their
diploma. The name of the track must be included together with 'successfully completed'. If a student
has successfully completed two or more special tracks, both should be included on the diploma. The
results are shown in the diploma supplement.
Both the intra and extracurricular tracks are stated for Honour's programmes.
Please note that when translating the diploma supplement, ‘with honours’ is the English term used for
'cum laude'.
This amendment has been implemented at the request of students based on the argument that only
employers request/assess diplomas.
Article 4.4 Issuing diplomas
Students wishing to graduate are required to submit a request to the Examination Board to obtain their
diploma. If students have successfully completed the final interim examination, this does not mean that
they will be awarded a diploma automatically. The responsibility for awarding diplomas lies with the
Examination Board. If a request seeking consent for graduation is submitted, the Examination Board
will verify whether the request can be complied with. The request must be submitted at least four
weeks in advance. The formalities concerning graduation are set out in Article 4.4 of the Teaching
and Examination Regulations.
Chapter 5 Tests and assessments
Article 5.1 Format
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Appendices B-G should at least include the statutory components of the assessment schedule. For
academic module, the teaching method(s) and assessment format(s) should be indicated for both the
first and second opportunities. This enables resits of partial interim examinations to be held together
with an integrated interim examination, or students to be given an assignment to improve their marks if
they have failed to satisfactorily complete assignments. This is subject to the condition that the same
learning objectives and assessment standards are applied to both opportunities.
If an academic module concludes with two or more summative partial interim examinations, they must
be stated in the assessment schedule, including the weighting factor.
The SIS code, number of credits and contact hours must be stated. In addition the teaching block or
the week in which the interim examinations and partial interim examinations are held must be stated
for both the first and second opportunities. The preference is to state the week to enable students to
plan their study activities optimally. Should this not be feasible, the teaching block should be stated.
Degree programmes are at liberty to add other components, such as learning objectives, to the
assessment schedule.
The schedule must be clear and easy to understand for those not familiar with the degree programme.
The aim is to generate assessment schedules directly from SIS with effect from the 2014-2015
academic year.
Article 5.2 Sequential order
Some degree programmes have opted to set out a sequential order for academic modules. This is
because an academic module provides basic information on a certain subject for instance, whilst
another academic module will deepen knowledge of the same subject. If a sequential order applies to
academic modules, this should be stated in the assessment schedules.
The description of practical training should not only cover the traditional practical training activities, but
all learning activities focusing on the acquisition of specific practical skills.
(Bachelor´s programme model)
This article also offers the option to impose a minimum required number of credits for following certain
components of the degree programme, such as a work placement or components of the final thesis.
The relevant components must in that case be stated in Paragraph 3.
Article 5.3 Time periods and frequency
Notes to Paragraph 1
This regulation rules out using a minimum mark as a condition for resitting examinations in the same
academic year.
Notes to Paragraph 2
The first opportunity is directly after the relevant teaching block. The assessment times for other
academic modules in the teaching block must be planned in a balanced manner to ensure a feasible
study load for the student.
Notes to Paragraph 5
Ultimately, the aim is to communicate the examination schedule for the entire academic year (the date
on which an interim examination or partial interim examination is held) at the beginning of the
academic year. Given that at present it is not yet feasible for all AUAS degree programmes to do so
from an organisational point of view, this article lays down that the examination schedule must be
communicated at least two weeks before the start of the teaching block or semester. In the next few
years this will be extended to semesters and ultimately to the entire academic year. Students will then
have the opportunity to plan their study activities optimally and coordinate them with their other
activities.
Article 5.5
Practical procedures
This article incorporates the main rules for administering written interim examinations and partial
interim examinations. The detailed rules are set out in the Protocols for administering examinations
adopted by the Executive Board.
See: : https://score.hva.nl/Bronnen/Toetsafname-protocol-Schriftelijke-toetsen-HvA_mrt-2013.pdf
https://score.hva.nl/Bronnen/Toetsafname-%20protocol-Digitale-toetsen-juni-2013.pdf
https://score.hva.nl/Bronnen/Richtlijnen-overige-toetsen-HvA.pdf
Article 5.6
Oral examinations or interim examinations
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In practice different terms are used for oral examinations. The section concerning the examination
format in the assessment schedule must clearly state that the examination or interim examination is
oral.
Article 5.8 Standardisation of assessments
All interim examinations and partial interim examinations are expressed by a mark ranging from 1 to
10. If an interim examination or partial interim examination is assessed as 'pass', 'fail' or 'good', the
examiners express this as a mark as stated in Article 5.8(1).
Article 5.10 Awarding credits
In the event of compensation, no lower limit applies to the mark awarded for a partial interim
examination.
Article 5.11 Recording and announcing assessment results
To avoid any discussion on whether or not days are designated as working days, the AUAS' annual
timetable should be used. Only public holidays and compulsory days off are designated as nonworking days. See the AUAS annual timetable: https://intra.hva.nl/diensten/cvb/hvabeleid/onderwijsjaarrooster-2014-2015.pdf
Article 5.12 Validity
The validity of successfully completed academic modules is limited to five years. This is provided for in
Article 5.12 of the Teaching and Examination Regulations. If students have not yet graduated
when the validity period of an academic module expires, they will need to sit another interim
examination for the relevant academic module. This measure precludes students who have studied
longer than the set period from receiving a diploma upon graduation based on content which has
meanwhile become outdated.
The degree programme may make an exception for study programme components, of which the
content and assessment, at the Examination Board's discretion, are clearly of a long-term nature and
therefore justify a longer period of validity. The relevant study programme components are listed in
Appendix H.
Article 5.14 Retention of administered examinations
The Selection List of the Netherlands Association of Universities of Applied Sciences sets out the
retention periods for interim examinations and partial interim examinations. The following agreements
apply to archiving:
•
•
All interim examinations and partial interim examinations in the foundation year and main phase
must be retained for two years, except for components of the final thesis.
All interim examinations relating to components of the final thesis must be retained on file for
seven years.
The complete assessment record must be archived. The assessment contains the examination matrix,
exam papers/a description of assignments/instructions/assessment criteria, assessment standards
(including determination of the pass mark), the answer model, the work carried out and the completed
assessment forms.
Material may be retained on file physically and digitally (including video or visual material).
Clear agreements must be made among degree programme staff about who plays a role in archiving
the assessment records and at what points in time.
The bill concerning 'Strengthening quality assurance' [Versterken kwaliteitsborgen] contains a
proposal for considerably shortening the two-year retention period for interim examinations and partial
interim examinations to reduce the administrative burden on the degree programmes. The above
agreements have therefore not been included in the Teaching and Examination Regulations for 20142015. Should the bill be passed and become law before or during the period applicable to the 20142015 Teaching and Examination Regulations, the new agreements made by the Netherlands
Association of Universities of Applied Sciences will apply.
Chapter 6 Fraud
Fraud as referred to in Article 6.1.1e applies to exam papers that may not be communicated in
advance of interim examinations and partial interim examinations. Needless to say this does not apply
to assignments (projects, work placements and the final thesis).
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Chapter 7 Academic student counselling and advice regarding the continuation of
studies
Article 7.2 Advice regarding the continuation of studies at the end of the first year of enrolment
(Bachelor´s programme model)
'Binding advice regarding the continuation of studies' will be referred to as 'BSA' with effect from the
2014-2015 academic year to ensure consistency with the terminology used nationally. Students
receive binding negative or positive advice regarding the continuation of studies.
Article 7.4 Further conditions for negative binding advice regarding the continuation of studies
(Bachelor´s programme model)
Article 2.1 of the Dutch Higher Education and Research Act contains a further explanation of what
personal circumstances are taken to mean in the event a student receives negative binding advice
regarding the continuation of studies:
The personal circumstances referred to in Articles 7.8b(3) and 7.9(3) of the Act are confined to the
following:
a.
b.
c.
d.
e.
illness of the person concerned;
a physical, sensory or other disability suffered by the person concerned;
pregnancy of the person concerned;
special family circumstances;
membership of, including chairing, the following:
1. at research universities: the university council, the faculty board, the body established on the
grounds of the participation scheme referred to in Article 9.30(3) or Article 9.51(2) of the Act,
the management of a degree programme or the programme committee as well as
membership of an organisation, the objects of which are to operate facilities, belonging to
student facilities, as set out in the organisation's charter, or a body deemed equivalent in
terms of its tasks at the discretion of the institution's executive board;
2. at universities of applied sciences: the representative advisory council, the representative
council, student committee or programme committee;
f.
other circumstances to be defined in the regulations, as referred to in Articles 7.8b(6) and 7.9(5)
of the Act by the institution's executive board, in which the person concerned engages in activities
for the purpose of organising and managing institutional matters;
g. board membership of a student organisation of any size with full legal capacity, or a similar
organisation of any size, whose priority is to serve the general interests of society and to that end
actually engages in activities.
For the purposes of Paragraph 1(g) the institution's executive board may establish further rules for the
number of eligible board members per organisation per academic year as well the eligible board roles.
Chapter 8 Examination Board
Chapter 8 contains the essential provisions set out in the Examination Board Regulations relating
primarily to the tasks and responsibilities of the various persons concerned.
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Appendix 1
Article 7.13 of the Dutch Higher Education and Research Act, which is set out below, contains the
information that a study programme should incorporate in the Teaching and Regulations.
1. The institution's executive board draws up Teaching and Examination Regulations for each study
programme or group of study programmes offered by the institution. The Teaching and
Examination Regulations contain adequate and clear information on the study programme or
group of study programmes.
2. Without prejudice to the other relevant provisions under the Act, the Teaching and Examination
Regulations set out the applicable procedures and rights and obligations relating to teaching and
examinations for each study programme or group of study programmes. This at least includes the
following:
a. the content of the study programme and the corresponding examinations;
b. the content of specialisations within a study programme;
c. the qualities in terms of knowledge, insight and skills which a student is expected to have
acquired on completion of the study programme;
d. the organisation of practical training, where necessary;
e. the study load for the study programme and for each of the academic modules it comprises;
f. further rules as referred to in Articles 7.8b(6) and 7.9(5)
g. concerning the Master’s programmes that apply Article 7.4a(8);
h. the number, sequential order and times at which interim examinations are held;
i. whether the study programme is full-time, part-time or dual;
j. where necessary, the order in which, the time periods in which, and the number of times per
academic year that students are given the opportunity to take interim examinations and
examinations;
k. where necessary, the validity period of successfully completed interim examinations, subject
to the Examination Board´s right to extend the period of validity;
l. whether the interim examinations are oral or written or of another kind, subject to the
Examination Board´s right to determine otherwise in special cases;
m. the manner in which students with a handicap or those suffering from a chronic illness are
given a reasonable opportunity to take interim examinations;
n. the public nature of oral interim examinations, subject to the Examination Board´s right to
determine otherwise in special cases;
o. the period within which the results of an interim examination will be communicated and
whether and in what manner a departure may be made from this period;
p. the manner and period in which a person who has taken a written interim examination may
obtain access to their assessed work;
q. the manner and period in which a student will be notified of the questions asked and
assignments given as part of a written interim examination, and the standards by which the
student's work was assessed;
r. the grounds on which the Examination Board may grant exemption from taking one or more
interim examinations on the basis of previous successfully completed interim examinations or
examinations, or on the basis of the knowledge or skills obtained outside a higher education
institution;
s. where necessary, that a student must successfully complete interim examinations before
taking other interim examinations;
t. where necessary, the obligation to undergo practical training with a view to taking the relevant
interim examination, subject to the Examination Board´s rights to grant exemption from such
an obligation with or without imposing substitute requirements;
u. monitoring study progress and individual academic student counselling, and
v. where applicable, the procedure for selecting students for a special track within a degree
programme, as referred to in Article 7.9b.
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