General guidelines – english | המועצה להשכלה גבוהה

Introduction

הערכת איכות בתחום הוראת האנגלית במכללות האקדמיות לחינוך

הנחיות לכתיבת דו"ח ההערכה העצמית

מצ"ב הנחיות לביצוע הערכה עצמית, שבסופה יגישו המוסדות דו"ח מפורט למל"ג אודות תכנית הלימודים בהוראת אנגלית. מטרת הדו"ח הינה לספק תמונה ברורה ונתונים מפורטים לגבי תכניות הלימודים המתקיימות בהוראת אנגלית במכללות האקדמיות לחינוך. פעילות ההערכה תתבצע ע"י ועדת בדיקה תחומית בינלאומית אשר תסקור את תכניות הלימודים במסגרות אלה. הוועדה תבחן את הדיווחים שיתקבלו מהמוסדות להשכלה גבוהה, תקיים דיונים ותערוך ביקורים במוסדות השונים. לסיכום עבודתה, תתבקש הוועדה להגיש למועצה להשכלה גבוהה דוחות הכוללים התייחסות לאיכות תכניות הלימודים ולרמתן. דוחות הוועדה יכללו גם המלצות אופרטיביות לשיפור איכות התכניות.

נושאים לבדיקה

ועדות ההערכה יתבקשו לבחון את הנושאים הבאים במוסד:

מנגנונים אקדמיים ואדמיניסטרטיביים.
תכנית הלימודים (כולל סילבוסים ודרישות הקורסים).
סגל: פרופיל הסגל (כולל קורות חיים), נושא איכות ההוראה, התאמה בין הקורס לסגל המלמד וכו'.
תוצאות למידה: רמת בחינות, עבודות ופרויקטים, ממוצע ציונים וכו'.
פרופיל הסטודנטים: תהליך הקבלה (לרבות קבלה "על תנאי"), פרופיל המתקבלים, תנאי מעבר משנה לשנה וכו'.
תשתיות: מבנה, כיתות לימוד, חדרי סגל, מזכירות, ספריה ומאגרי מידע.
מעקב אחר בוגרים.

דו"ח ההערכה העצמית

השלב הראשון של תהליך ההערכה הינו הערכת איכות עצמית. זהו שלב משמעותי מאוד בתהליך ההערכה כולו, וחשיבותו העיקרית היא כלפי המוסד והמחלקה. כמו כן, מהווה דו"ח ההערכה העצמית בסיס עיקרי לעבודת ועדת ההערכה והמל"ג, ועליו לשקף באופן ברור את נקודות החוזק והחולשה הקיימים בתכניות הלימודים בהוראת האנגלית במכללות האקדמיות לחינוך.

על מנת להפיק את המרב מהתהליך, אנו ממליצים שההערכה העצמית תיעשה באופן יסודי במוסדכם, תוך שיתוף כל הגורמים הנוגעים בדבר: הנהלת המוסד, הנהלת המחלקות ותוכניות הלימודים, חברי הסגל האקדמי והמנהלי והסטודנטים.

נצלו תהליך זה לחשיבה, בחינה ושינוי בהתאם לצורך של תכנית הלימודים העוברת הערכת איכות.

דו"ח ההערכה העצמית יכלול 10 חלקים עיקריים, בהתאם להנחיות לביצוע הערכה עצמית:

חלק א: תקציר מנהלים.

חלק ב: רקע אודות המוסד.

חלק ג: רקע אודות יחידת האם.

חלק ד: המסלול הגילאי ותכנית הלימודים.

חלק ה: תכנית הלימודים/ המסלול שעובר הערכה:

ה.1: תכניות לימודים.

ה.2.: משאבי אנוש.

ה.3: הוראה ותוצאות הלמידה.

ה.4: התנסות מעשית.

ה.5: סטודנטים.

ה.6: תשתיות

ה.7: מחקר.

חלק ו: סיכום ומסקנות.

המוסד רשאי, לפי שיקול דעתו, להוסיף לדו"ח כל מידע נוסף רלוונטי נחוץ ונספחים רלוונטיים דרושים שאינם מוזכרים בהנחיות.

כמו כן, ועדות ההערכה החיצוניות של המועצה להשכלה גבוהה רשאיות לבקש מהמוסדות מידע נוסף אשר אינו מופיע בהנחיות או בדו"ח ההערכה העצמית.

הנחיות להגשת דו"ח

על מנת להקל על פעילותה של ועדת ההערכה החיצונית, אנא עקבו אחר ההוראות הבאות:

יש להתייחס לכל שאלה בהנחיות. במידה והשאלה אינה רלוונטית או שישנה התייחסות לאיכות תכניות הלימודים, לרמתן ולאופן זהותן ושישנה התייחסות לנושא תחת סעיף אחר, יש לציין זאת בתיבת הטקסט ולהפנות לסעיף הרלוונטי במידת הצורך.
במידה וישנם, אנא הסבירו את הקיצורים והמונחים הייחודיים למוסד ולתכנית כאשר הם מופיעים בטקסט בפעם הראשונה.
על הדו"ח להיות חתום על ידי נשיא או רקטור המוסד – יש לצרף מכתב נלווה מראש המוסד במקום המיועד לכך.
יש לעמוד בלוח הזמנים להגשת הדו"ח כפי שתקבע המל"ג.
לנוחיותכם, פירוט נוסף לגבי ההנחיות המקוונות ניתן למצוא כאן.

לתשומת לבכם!

בסבב ההערכה הנוכחי, אנו מעריכים תכניות בהסמכה קבועה להכשרת עובדי הוראה בתחום הוראת האנגלית - הן תכניות לתואר Ed ו-M.Ed והן תכניות להכשרת אקדמאים להוראה בתחום זה.
בהתאם להנחיות שלהלן, יש לספק נתונים הן לגבי הלימודים העיוניים, הפדגוגיים והדידקטיים והן לגבי ההתנסות המעשית.
אנא הקפידו לקרוא בעיון וליישם את ההנחיות לאופן הכנת הדוח והגשתו, בטרם תיגשו לכתיבה.

אנו מאחלים לכם הצלחה רבה בתהליך ומקווים כי תפיקו ממנו את המרב למען קידום ושיפור איכות מערכת ההשכלה הגבוהה בישראל.

ככל שיידרש, צוות האגף להערכת איכות והבטחתה במל"ג, ישמח לסייע ולעמוד לרשותכם.

ד"ר ורדה בן שאול varda@che.org.il

מריה לוינסון-אור marial@che.org.il

ענבל חזקאל גורדון inbalh@che.org.il

I. Executive Summary

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• A short summary of the main strengths and weaknesses that were pointed out in the self-evaluation process. *

• A short description of the actions the Institution, the Parent Unit (track) and the Study Program are going to take in order to improve the weak points that were found. *

• A brief summary of the extent to which the Study Program has achieved its mission, goals and learning outcomes, and whether the outcomes comply with its mission statement. *

• Are the Institution, Parent Unit and Department satisfied with the outcomes of the Study Program? *

II. Background -The Institution

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1. A brief summary describing the institution and its development since its establishment, the date of recognition by the Council for Higher Education. *

2. Mission statement of the institution, its aims and goals. *

3. Details of the campus (es) where the institution's teaching activities take place (number and location), names of the faculties /schools/departments in the institution.

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4. The overall number of students studying towards academic degrees in the institution according to faculty and degree (B.A, B.Ed; A, M.Ed, M.Teach; Teaching Certification).

5. A description and chart of the institution's organizational structure, and the names of holders of senior academic and administrative positions

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6. Details on the extent of your compliance to CHE guidelines that limit the proportion of foreign representatives/outside parties/outside agents (other than the MOE) in your institutions' board (General Assembly and Board of Directors) to 20%.

Attach a list of members while noting the foreign representatives.

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III. The Parent Unit (Faculty, School, etc.) Operating the Study Programs under Evaluation

In general, this section addresses the organizational framework (Faculty, School, etc. ) in which the English teaching program takes place. If the program does not exist under the parental unit or it takes place under a different organizational framework, please indicate this and respond accordingly in the following questions.

If the practical training track and the pedagogical and didactic studies are conducted by different units, please specify and elaborate on each unit separately.

1. The name of the parent unit and a brief summary of its history, activities and development in the period of its existence.

2. Description and chart of the unit's academic and administrative organizational structure (including relevant committees), names of holders of senior academic and administrative positions and list of departments/tracks/study programs operating in its framework.

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3. Mission statement of the parent unit, its aims and goals.

4. Who decides (internal/external bodies) on the rationale, mission and goals of the parent unit and of the study programs?

5. What were the considerations behind these decisions and are they periodically re-examined and, if deemed necessary, changed? What were the changes made (if any)?

6. How are the mission, goals and changes brought to the attention of the teaching staff, the students and the institution's authorities?

7. In the format of table 1 (in the excel appendix), provide the number of students in each one of the Unit's departments who are studying and have studied in the unit in each of the last two years according the level of degree.

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8. What is the Parent Unit's perception of the evaluated Study Program/Department within its greater framework? Is the Study Program represented in the Parent Unit's decision-making bodies?

Do you want to fill this chapter for a 2nd program?

III. The Parent Unit (Faculty, School, etc.) Operating the Study Programs under Evaluation - 2nd program

Fields marked with an * are required

In general, this section addresses the organizational framework (Faculty, School, etc. ) in which the English teaching program takes place. If the program does not exist under the parental unit or it takes place under a different organizational framework, please indicate this and respond accordingly in the following questions.

If the practical training track and the pedagogical and didactic studies are conducted by different units, please specify and elaborate on each unit separately.

1. The name of the parent unit and a brief summary of its history, activities and development in the period of its existence. *

2. Description and chart of the unit's academic and administrative organizational structure (including relevant committees), names of holders of senior academic and administrative positions and list of departments/tracks/study programs operating in its framework. *

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3. Mission statement of the parent unit, its aims and goals. *

4. Who decides (internal/external bodies) on the rationale, mission and goals of the parent unit and of the study programs? *

5. What were the considerations behind these decisions and are they periodically re-examined and, if deemed necessary, changed? What were the changes made (if any)? *

6. How are the mission, goals and changes brought to the attention of the teaching staff, the students and the institution's authorities? *

7. In the format of table 1 (in the excel appendix), provide the number of students in each one of the Unit's departments who are studying and have studied in the unit in each of the last two years according the level of degree.

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8. What is the Parent Unit's perception of the evaluated Study Program/Department within its greater framework? Is the Study Program represented in the Parent Unit's decision-making bodies? *

Do you want to fill this chapter for a 3rd program?

III. The Parent Unit (Faculty, School, etc.) Operating the Study Programs under Evaluation - 3rd program

Fields marked with an * are required

In general, this section addresses the organizational framework (Faculty, School, etc. ) in which the English teaching program takes place. If the program does not exist under the parental unit or it takes place under a different organizational framework, please indicate this and respond accordingly in the following questions.

If the practical training track and the pedagogical and didactic studies are conducted by different units, please specify and elaborate on each unit separately.

1. The name of the parent unit and a brief summary of its history, activities and development in the period of its existence. *

2. Description and chart of the unit's academic and administrative organizational structure (including relevant committees), names of holders of senior academic and administrative positions and list of departments/tracks/study programs operating in its framework. *

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3. Mission statement of the parent unit, its aims and goals. *

4. Who decides (internal/external bodies) on the rationale, mission and goals of the parent unit and of the study programs? *

5. What were the considerations behind these decisions and are they periodically re-examined and, if deemed necessary, changed? What were the changes made (if any)? *

6. How are the mission, goals and changes brought to the attention of the teaching staff, the students and the institution's authorities? *

7. In the format of table 1 (in the excel appendix), provide the number of students in each one of the Unit's departments who are studying and have studied in the unit in each of the last two years according the level of degree.

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8. What is the Parent Unit's perception of the evaluated Study Program/Department within its greater framework? Is the Study Program represented in the Parent Unit's decision-making bodies? *

IV. The Age Track Operating the Study Programs under Evaluation

Fields marked with an * are required

In general, this section addresses the age track in which the English teaching program takes place. If the program does not exist under the parental unit or it takes place under a different organizational framework, please indicate this and respond accordingly in the following questions.

If the practical training track and the theoretical-pedagogic and didactic studies are conducted by different units, please specify and elaborate on each unit separately.

1. The name of the age track, the head of the track, and a brief summary of its activities and development. *

2. Description and chart of the academic and administrative organizational structure (including relevant committees), names of holders of senior academic and administrative positions and a list of departments/classes operating in the study program's framework. *

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3. Who decides (internal/external bodies) on the rationale, mission and goals of the age track and of the study programs? *

4. What were the considerations behind these decisions and are they periodically re-examined and, if deemed necessary, changed? What were the changes made (if any)? *

5. In the format of table 2 (in the excel appendix), provide the number of students in each one of the age tracks who are studying in this current year, according the age track and study year.

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6. What is the perception of the evaluated Study Program within its greater framework? *

Do you want to fill this chapter for a 2nd program?

IV. The Age Track Operating the Study Programs under Evaluation (2nd program)

Fields marked with an * are required

In general, this section addresses the age track in which the English teaching program takes place. If the program does not exist under the parental unit or it takes place under a different organizational framework, please indicate this and respond accordingly in the following questions.

If the practical training track and the theoretical-pedagogic and didactic studies are conducted by different units, please specify and elaborate on each unit separately.

1. The name of the age track, the head of the track, and a brief summary of its activities and development. *

2. Description and chart of the academic and administrative organizational structure (including relevant committees), names of holders of senior academic and administrative positions and a list of departments/classes operating in the study program's framework. *

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3. Who decides (internal/external bodies) on the rationale, mission and goals of the age track and of the study programs? *

4. What were the considerations behind these decisions and are they periodically re-examined and, if deemed necessary, changed? What were the changes made (if any)? *

5. In the format of table 2 (in the excel appendix), provide the number of students in each one of the age tracks who are studying in this current year, according the age track and study year.

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6. What is the perception of the evaluated Study Program within its greater framework? *

Do you want to fill this chapter for a 3rd program?

IV. The Age Track Operating the Study Programs under Evaluation (3rd program)

Fields marked with an * are required

1. The name of the age track, the head of the track, and a brief summary of its activities and development. *

2. Description and chart of the academic and administrative organizational structure (including relevant committees), names of holders of senior academic and administrative positions and a list of departments/classes operating in the study program's framework. *

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3. Who decides (internal/external bodies) on the rationale, mission and goals of the age track and of the study programs? *

4. What were the considerations behind these decisions and are they periodically re-examined and, if deemed necessary, changed? What were the changes made (if any)? *

5. In the format of table 2 (in the excel appendix), provide the number of students in each one of the age tracks who are studying in this current year, according the age track and study year.

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6. What is the perception of the evaluated Study Program within its greater framework? *

Do you want to fill this chapter for a 4th program?

IV. The Age Track Operating the Study Programs under Evaluation (4th program)

Fields marked with an * are required

1. The name of the age track, the head of the track, and a brief summary of its activities and development. *

2. Description and chart of the academic and administrative organizational structure (including relevant committees), names of holders of senior academic and administrative positions and a list of departments/classes operating in the study program's framework. *

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3. Who decides (internal/external bodies) on the rationale, mission and goals of the age track and of the study programs? *

4. What were the considerations behind these decisions and are they periodically re-examined and, if deemed necessary, changed? What were the changes made (if any)? *

5. In the format of table 2 (in the excel appendix), provide the number of students in each one of the age tracks who are studying in this current year, according the age track and study year.

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6. What is the perception of the evaluated Study Program within its greater framework? *

V. The Evaluated Study Program/ Track: Chapter 1 - Study programs

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Note: In this chapter we require separate reference toward a "Bachelor of Education" (B.Ed.) bachelor's degree in English teaching, and the in the relevant sections, academic studies as part of teacher training for graduate students (if held in the institution) such as M.Ed or M.Teach.

Goals, Structure, Contents and scope of the Study Programs/ track

1. The name of the study program, a brief summary describing its development since its establishment. Please attach a copy of the academic diploma awarded to students. *

2. Please describe the mission statement of the study program, its aims and goals . What is the Strategic Plan of the department and its study programs? What actions will be taken in the near future? *

3. Provide a chart of the academic and administrative organizational structure of the evaluated tracks (including relevant committees and names of senior administration).

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4. Provide a flow chart of the program presenting the process of completing the degree fully. The

chart should present the "program at a glance" at all degree levels.

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5. In the format of table 3 (in the excel appendix) provide details about the study program’s

structure and content, including specializations/tracks, division of courses according to number of

credits and type of course (lecture, seminar, workshop, mandatory, elective etc).

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6. Does the study program provide courses to other units ? *

7. Internationalization : are there any international features in the study program (e.g. student exchange, courses in English or other foreign languages, etc.)? *

8. If so, how is the quality of the international elements assured? If there is student exchange, what are the mechanisms for recognition of the students' courses taken abroad? *

9. Specify what bodies are responsible for the planning and managing of the study program. What are the mechanisms responsible for introducing changes and updating the study program, and how do they operate. If fundamental changes have been made in the study program during the last five years, please specify what they are. *

10. Describe the mechanism for coordinating and examining the contents that are, in fact, being taught, if such a mechanism exists. *

11. What is the policy regarding recruiting and absorbing teaching staff ( senior / junior/adjuncts) and what are the plans for the future recruitment to the study program? How are these plans made and by whom? *

12. Are non-academic bodies involved in the running and the activities of the parent unit and study program? If so, what are these bodies and what is the mutual relationship between them and the leadership of the parent unit (for instance, the mutual relationship between the Business School and the Manufacturers' Association or Industrial Factories)? *

13. To what extent does the study program collaborate with other study programs within/outside the institution? *

14. In summary , to what extent has the program achieved its mission and goals? What are its strengths and weakness? *

V. Chapter 2 - Human Resources

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1. What is the definition of the position of the head of the study program ? What credentials (experience and education) are required for this position? How the head of the study program appointed and what is the duration of the position? *

2. Attach Table 4, Table 5, Table 6, Table 7 (In the Excel Appendices) detailing senior and junior faculty, adjuncts (senior and junior), teaching and research assistants, and the practical training staff members.

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3. What is the standard duration of service at each position? *

4. Specify the rules, criteria and procedures for appointing, renewing appointments and dismissals of academic staff, including rules regarding tenure and promotion; *

5. What is the policy regarding recruiting and absorbing teaching staff (senior / junior/adjuncts) and what are the plans for the future recruitment to the study program? How are these plans made and by whom? *

6. What steps are taken to ensure that faculty members are informed of these policies and procedures? *

7. How are the faculty members divided into areas of specialty in the discipline? *

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8. What steps are taken to ensure that staff members are updated, academically and professionally, with regard to the program? Are there professional development plans? Please specify. *

9. How is full employment defined in the institution for senior and junior staff, and how many hours are they required to teach in each of the study programs? *

10. Are staff members obliged to serve as advisors for final projects, theses and dissertations? Is there a limitation of a maximum number of graduate students per faculty? Are there criteria for assigning advisors to different research projects? *

11. Please provide the following information regarding gender equality in the study program:

How many faculty members are women and what is their percentage in each rank?

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• Are there any policies supporting recruitment and promotion of women , in the study program or at the institutional level? (e.g. proactive recruitment of woman; affirmative actions; adjusted promotion rules in light of maternity leave etc.) Are there any other activities in that regard? *

• How does the study program ensure the dissemination of these regulations and of other activities offered to enhance gender equality (e.g. seminars, special grants and programs, legal rights etc.) *

• What are the study program's goals in regard to gender equality in recruitment and promotion in the faculty? *

• Is there a person in charge of women affaires in the institution and/or study program? If yes, what are his/her responsibilities? *

12. Please provide the following information regarding equality of the minorities in the study program:

In the format of a table please provide the numbers and ranks of minority faculty members?

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• Are there any policies supporting recruitment and promotion of minorities, in the study program or at the institutional level? (e.g. proactive recruitment of Arab; affirmative actions; adjusted promotion etc.) Are there any other activities in that regard? *

• How does the study program ensure the dissemination of these regulations and of other activities offered to enhance Minority equality (e.g. seminars, special grants and programs, legal rights etc.) *

• What are the study program's goals regarding equality in recruitment and promotion of the faculty? *

• Is there a person in charge of Arab affaires in the study program? If yes, what are his responsibilities? And how does he collaborate with the person in charge in the institution on expanding access for the Arab society. *

• Are there any Measures taken by the study program to enlarge the representation of the Arab society in the Bachelor & Master degree. *

13. Describe the technical and administrative staff , including the number of staff members and their job descriptions. What kind of support does the technical and administrative staff provide for the academic activity. *

14. In summary , what are the points of strength and weakness of the human resources (teaching staff, technical and administrative staff)? *

V. Chapter 3 - Teaching and Learning Outcomes

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Teaching

1. Does the institution have a structured system for evaluating teaching (e.g. peer reviews; students survey etc.)? Please provide a brief description. *

• How are results of the evaluation activities used? How are negative findings addressed? How are excellent teachers rewarded? *

• Does the institution have a center for enhancement of teaching ? If yes, do all faculty members (including adjunct faculty) participate in its activities? Please provide a brief description. *

• If not, does the institution offer the teaching faculty systematic activities (courses/in service/training/guidance) in order to improve the quality of teaching? Do all faculty (including adjunct faculty) participate in these activities? Please provide a brief description. *

• Do new faculty members receive special support for teaching (preparation seminar, guidance, etc.)? Is there a mentoring program for new faculty (regarding their teaching)? Please specify. *

• Are new faculty entitled to reductions or are they excused from teaching in the beginning of their employment?

2. If a structured system for evaluating and improving teaching exist at the track level as well, please provide an answer according to question A.

3. To what extant the methods applied to assess and improve the quality of teaching achieve their goals? *

Learning Outcomes

Definition of learning outcomes (LO) established by the Bologna working group on qualifications: “LO are what a learner is expected to know, understand and/or be able to do at the end of a period of learning.”

1. What are the program's intended Learning Outcomes (LO)? How were they set and where are they stated? Are LO defined in the course syllabi? Please refer to each track and each degree level separately. *

2. Describe the methods applied to measure Learning Outcomes according to the following:

A. Examinations and exercises

1. Describe the method of examinations and their character, the relative weight of each type of examination in the program (written/oral/open/multiple-choice etc.). *

2. Who writes the examinations and exercises and how is their validity assessed? *

3. Who grades the examinations and exercises? Please describe the feedback given to students, apart from the grade. *

4. Please present the distribution of the final grades over the last three years in the format of a histogram (in all degree levels)

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5. Please provide examples of solved tests and written papers from each mandatory course (2 examples from each course representing a low score and a high score), to be uploaded to your dropbox folder.

B. Written assignments (seminar papers, projects, theses, dissertations, etc.)

1. Describe the types of written assignments and other projects required in the program, their contents and scope. *

2. Who writes the assignments and how is the validity of the assignments assessed? *

3. Who grades the written assignments? *

4. What methods are applied to evaluate written assignments and projects? What kind of feedback, apart from the grade, is given to the students? *

5. What is the average grade given to the graduates of the program in the final project/ final seminar/thesis in each of the last three years? Please present (in the format of histogram) the grades distribution of the final project/final seminar/thesis.

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C. In summary, to what extent have the methods applied to measure the teaching and learning outcomes achieved their goals? Do you think that the intended LO were achieved by the students? *

V. Chapter 4 – Practical Training/experience

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1. Describe the training/field work required in the program, their contents and scope. Please provide us with a list of places of training including the number of students in each place. *

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2. Please describe briefly the concept of the age track's practical training model ("traditional" model or PDS-partnership model) and its affinity to the academic and pedagogical didactic studies. *

3. Description of the practical experience (practice teaching ) please specify as to the practice experience and the experience processing in each meeting of the study program (how many meetings are devoted to lessons and processing and how many meetings to work in the school system). Please explain how the training takes place in practice, what are the methods of guidance and requirements of the students, the duration of the experience in every year in the program, whether the experience is done individually or in groups, the size of the groups and so on. *

4. What methods are applied to evaluate training/field work ? What kind of feedback is given to the students? Please provide an example form/document customary used to assess students. *

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5. Who is the responsible body of the institution / department / program that is responsible for the practical training? What is the job definition? What is the extent of his involvement in the work of students in training and the like? *

6. Is training provided for teacher trainers and mentors in the place of training? If so, who runs the training, and who supervises the entire process on behalf of the institution? *

7. Please provide extensive details of the practical training locations: places the institution has an agreement with, placements according to study years, list of pedagogical instructors. *

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8. Please provide a list of mentoring teachers and the connection between them and the pedagogic instructors in the program. *

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9. Please provide (preferably in a form of a table), data on the teaching staff of the practical training experience of the track as follows: coordinator / head of the track, person in charge of practical work in the track, other functionaries in the track (if any), and other officials outside the track that are connected to its management and plans. For each one of the positions above, please provide a contact name, academic degree, the role and scope of the employment at the institution.

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V. Chapter 5 - Students

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Admission, Acceptance process and graduation

1. What are the entry requirements/criteria for the program (Bachelor degree and advanced degrees including "on probation" status)? Are there additional requirements beyond that (e.g. entrance exam, interview, number of units on the matriculation exams, etc.). Please elaborate on the admission requirements including a reference to the requirements in order to reach the level of exemption in English. *

2. Please explain how the entry requirements are set , according to what criteria, and how these criteria align with the goal of the program. *

3. In the format of a histogram, please present the range of psychometric test scores or the equivalent and the range of matriculation averages of the students that were admitted to the program in the last five years. If there is a discrepancy between the admission criteria and the de facto admission data, please elaborate. *

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4. Please indicate whether students take complementary preparatory courses , tutoring, additional exercises, etc., and the number of students participating (please present numerical data of the last 3 years), who is responsible for awarding these services to students? *

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5. Is there a policy of affirmative action and standards for the admittance of candidates? If so, please describe. How are the admission criteria decided upon, and to what extent are the criteria and procedures for admission related to the aims of the program? What have been the lowest admission data (psychometric score and matriculation grades) to the program? *

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6. Describe the criteria of advancement from year to year and for completion of the studies, including the requirements for being entitled to receive an academic degree. *

7. Please submit data concerning the number of students in the format of table 8 (in the excel appendix) in the last three years (divided by degree) as follows: a. Numbers of applicants; b. number of admitted students and students admitted on probation; c. number of students who started studying in the program; d. the number of students who completed their studies (for cohort rather than for each school year).

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8. What is the drop-out rate of students from the program in each of the study years over the last five years, provide the information in the format of table 9 (in the excel appendix).What are the reasons for their leaving (academic/other)? Is there satisfaction with the drop-out rate? If not, what steps does the unit take in order to change it?

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Students and research

A. Undergraduate students:

• To what extent are the undergraduate students involved in research projects of faculty? Is there a structured mechanism (e.g. courses; credits for participating)?

• Specify in which projects, the number of students involved and the scope of their involvement (in the format of a table)

• To what extent are the undergraduate students involved in research projects of faculty? Is there a structured mechanism (e.g. courses; credits for participating)? *

Specify in which projects, the number of students involved and the scope of their involvement (in the format of a table)

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2. Is there a procedure for encouraging students to carry out independent research? *

3. Graduate program:

• Is the graduate program structured (both MA and PhD programs)? Please specify.

• Are there mandatory courses teaching research skills? (e.g. academic writing in English; qualitative research methods; quantitative research methods, graduate seminar).

• What is the time frame for the graduate program and what is the average time to graduate de facto? What is the policy regarding exceeding the recommended time?

• Is there a departmental seminar? Are graduate students participating in it? *

4. How do graduate students (M.A, M.Ed, M.Teach) find an advisor and in what point of their studies? Is there a structured mechanism? Please describe the process briefly. *

5. Are graduate students encouraged to publish? If so, how? Do they receive support for doing so? *

6. How are graduate students supported financially: are there fellowships (full/partial)? Are they funded by the institution or by their advisor (via grants)? What are the criteria for receiving a fellowship? *

Student Support Services

1. Describe the system of academic counselling for students before and during the period of study (including reference to the structuring and approval of the study curriculum). *

2. Do students with special needs receive special support? If so, please specify. *

3. Are counselling and assistance provided to students with regard to possible directions for their future professional careers? If so, describe these procedures. Are there work placement services for the graduates? If so, please describe this activity. *

4. What are the mechanisms that deal with student complaints ? Please provide a list of students' complaints over the last two years and the way they were resolved. *

5. What financial assistance is provided to students with financial problems and to outstanding students? What other types of financial support is available to students? *

Alumni

1. Do the institution and/or the study program maintain contact with their alumni , employers, and employment market? *

2. Please specify the extent of integration of alumni into the labor market: where have they found employment, what positions do they hold, how much time has elapsed between graduation and employment, *

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3. How many students continue their studies to advanced degrees or other areas (specify area of study and degree level). Relevant surveys would be appreciated. *

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Summary

1. What are the strengths and weakness of the issues specified above? *

V. Chapter 6 – Infrastructures

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1. Location : the campus where the study program is taught (does the institution operates on a number of campuses). If the study program is offered on more than one campus, is the level of the program uniform on different campuses, and what measures are taken in order to ensure this? *

2. Where the unit physically located in the institution, in which building, and where does the study program under evaluation operate? Do other study programs share the building? *

3. Describe the overall physical infrastructure that serves the unit and the study program under evaluation. Please refer to classrooms, computerization, administrative and academic faculty offices; to what extent does this infrastructure enable the parent unit to operate the study program according to the set aims and goals? *

4. Laboratories: what laboratories serve the program, who uses them, how are they equipped, and how many seats do they have? *

5. A list of special equipment and other relevant materials may be added to this section.

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Library and Information Technology (IT)

1. Describe the library including computerized databases which serve the students and teaching staff of the study program, its strengths and weaknesses . *

2. Accessibility : Do the institution and the study program take steps to enable the convenient access of the students with special needs to the study material and the different facilities, e.g. classrooms, laboratories, library? If part of the programs takes place on different campuses, how is equal opportunity of access to the facilities and equipment at the main campus ensured for all students? *

3. In summary , what are the points of strength and weakness of the physical infrastructure? *

National Infrastructures

1. Is there a need for facilities that can serve the evaluated field on a national level, such as unique labs, research centres, libraries etc. and if so, please describe the need and the added value for their development on a national level. *

2. Operating national infrastructures: how accessible are the services (prices, enrolment, usage, etc.)? *

V. Chapter 7 - Research

Fields marked with an * are required

Due to the difference in character and research efforts of the various programs under evaluation, each institution should handle this chapter in accordance with its stated mission statement.

1. Please provide information about the research activities of faculty members (including publications , activities in research centers or other academic bodies and institutions, awards and prizes) from the last 3 years. *

2. Does the institution encourage research activities among the faculty? In what way? *

Do you want to fill this chapter for a 2nd program?

V. The Evaluated Study Program/ Track: Chapter 1 - Study programs (2nd program)