Rules for the assessment and weighting of pedagogical competence for appointments to permanent academic posts which include teaching duties
Adopted by the Working Committee of the Senate, University of Oslo, 7 April 1989
In the advertisement it shall be stated that weight will be attached to both academic and pedagogical competence.
For an applicant to be declared qualified both basic academic competence and basic pedagogical competence are required. If applicants being assessed or appointed cannot provide documentary evidence of basic pedagogical competence, they may nevertheless be appointed but in such cases they are bound to provide documentary evidence of such a qualification within a period of two years after appointment.
Pedagogical qualifications beyond this basic competence are taken into account in the ranking of those applicants who are found to be qualified.
The applicants` pedagogical competence is assessed by the selection board. In special cases, and if the board so requests, special experts may be appointed.
Applicants shall be able to obtain written guidelines in documentation and assessment of pedagogical competence from the body at the educational institution from which one also obtains the descriptive statement/description of the post. These guidelines are also sent to the assessors.
In these rules the term competence is used to mean formally awarded skill in the form of a declaration on the basis of recognised, real qualifications.
- On point 2
- The important principle established in this point is the demand that basic pedagogical competence shall also be required. As a starting point a competence requirement of this kind should not be aimed higher than a university teaching course of 3 to 4 weeks´ duration (normal full-time) or its equivalent (i.e. other training in education of the same relevance and extent based on an overall assessment).
- One way of satisfying this requirement is also to demand of all newly appointed persons who have not documented such basic pedagogical competence on appointment, that they attend the institution`s university teaching course within a period of two years, provided that the institution offers a course of such extent, or that they otherwise obtain equivalent competence.
- Such requirements should not formally be attached to a temporary appointment. However, the person appointed should be mande aware of the requirement. If any person should fail to fulfil this expectation, the question of sanctions will hardly arise at that moment. Nevertheless, weight should be attached to the matter on the occasion of subsequent aaplications for promotion, other posts, etc.
- On point 3
- This point lays down that pedagogical qualifications beyond the basic competence shall be taken into account in the ranking of qualified applicants. The stimulus to develop one`s potential should apply to both teaching and research.
- The rules do not indicate any specific ratio in the weighting of academic as opposed to pedagogical competence when such a ranking list is made. The weighting should be done on the basis of a qualitative overall assessment. It may be that the relative ought to vary somewhat in accordance with how much teaching the post involves. Further detailes of this may also be included in the descriptive statment/description of the post.
- However, to include pedagogical competence simply for the purpose of being able to distinguish between applicants who are equal with respect to academic competence, would be to place too little weight on the pedagogical aspect.
- On point 4
This point lays down that the selection board for the post shall also undertake the assessment of pedagogical competence. The work involved in assessment for academic posts should not be made more complicated. However, boards which particularly want this and which are faced with a special assessment situation, should be entitled to use special experts, as one may also do in other fields, but this is something that in the event the board itself must ask for.
- On point 5
Such guidelines are enclosed.