University of Inland Norway

Høgskolen i Innlandet

Basic information

National External Quality Assurance Requirements

  • Initial institutional accreditation
    gives universities and colleges certain rights to award national degrees or diplomas.
  • Programme accreditation
    required for non-accredited university colleges on all levels and for university colleges or specialised university institutions that wish to establish a new doctoral or master programme outside their doctoral fields.
  • Audit
    carried out at least once in 8 years. The right to self-accredit programmes is conditional upon a positive evaluation of the higher education institution's internal QA system (audit).
  • Further information on external quality assurance in Norway

External Quality Assurance Reports and Decisions

Institutional level

Decision: positive
Institutional accreditation
Part of the obligatory external QA system Decision: positive
Periodic review of institutional quality assurance practices
This report does not have a validity period, but it is older than 6 years and thus considered part of the historic record.
Part of the obligatory external QA system Decision: positive
Periodic review of institutional quality assurance practices, Lillehammer University College

Programme level

Part of the obligatory external QA system
Integrated Secondary Teacher Education (degree)
  • Qualification/award
  • Level
    -
  • Programme type
    Full recognised degree programme
  • DEQAR Report ID
    79098
  • Agency
    Norwegian Agency for Quality Assurance in Education (NOKUT)
  • Type
    Evaluations of quality of education
  • Status
    part of obligatory EQA system
  • Formal decision
    not applicable
  • Date
    20/10/2022
  • Valid until
    not applicable
  • Summary

    Report summary

    This is the final report from NOKUT’s evaluation of the 5-year master’s programme Integrated Secondary Teacher Education. The evaluation has run from 2020-2022 and is a part of NOKUT’s work to contribute towards quality assurance and enhancement in education. The aim for this evaluation has been to generate knowledge about quality in Integrated Secondary Teacher Education and contribute to enhancement.The evaluation approachNOKUT has emphasised that the evaluation should be useful to people who work with Integrated Secondary Teacher Education, and the project has therefore facilitated involvement, participation and the exchange of knowledge and experience during the evaluation. This includes dialogue about the makeup of the expert panel, the selection of evaluation themes and the formulation of evaluation questions. This is the evaluation’s expert panel:Inga Staal Jenset, associate professor at the University of Oslo. Subject area: Pedagogy and teacher education. Jenset leads the expert group. John Brumo, professor at NTNU. Subject area: Scandinavian literature.Erling Hans Eiterjord, Head of School at Alstad lower secondary school in BodøIngunn Folgerø, Head of School at Bryne upper secondary school and leader of the Norwegian teachers’ council for ethics.Đula Ganić, student representative and now graduate from the Integrated Secondary Teacher Education programme at the University of Agder.
    This is the final report from NOKUT’s evaluation of the 5-year master’s programme Integrated Secondary Teacher Education. The evaluation has run from 2020-2022 and is a part of NOKUT’s work to contribute towards quality assurance and enhancement in education. The aim for this evaluation has been to generate knowledge about quality in Integrated Secondary Teacher Education and contribute to e...
  • Report and decision
  • Permalink
    https://data.deqar.eu/report/79098
  • Agency's identifier
    15/2022
  • Verifiable Credential
Part of the obligatory external QA system
Primary and lower secondary teacher education for grades 1-7 and 5-10 (degree)
  • Qualification/award
  • Level
    -
  • Programme type
    Full recognised degree programme
  • DEQAR Report ID
    110874
  • Agency
    Norwegian Agency for Quality Assurance in Education (NOKUT)
  • Type
    Evaluations of quality of education
  • Status
    part of obligatory EQA system
  • Formal decision
    not applicable
  • Date
    17/12/2024
  • Valid until
    not applicable
  • Summary

    Report summary

    Summary of NOKUT's Evaluation of Primary and Lower Secondary Teacher Education in Norway This is the final report from NOKUT's evaluation of the integrated five-year master’s programmes in primary and lower secondary teacher education for grades 1–7 and 5–10. The evaluation took place in the period 2022–2024 and is part of NOKUT's work to contribute to ensuring, developing and providing information about quality in education. The purpose of the evaluation has been to generate knowledge about the quality of primary and lower secondary school teacher education programmes and contribute to the enhancement of the study programmes. The purpose of the evaluation has also been to contribute to the knowledge base for the Ministry of Education and Research's white paper on professional education (Meld. St. 19 (2023-2024)) and the work on framework plans. The evaluation is formative. Throughout the process, an overarching ambition has been for the evaluation to contribute to the sharing of experience, insight and inspiration within and across institutions, and to stimulate further work on examining, assessing and further developing teacher education programmes. In dialogue with the institutions and other key stakeholders, four themes with associated evaluation questions were identified as key. It is these themes that this report will shed light on, based on self-evaluations, institutional visits and surveys. The four themes of the evaluation are: Master's theses Academic communities Integrated, research-based and professionally oriented education Structure and design of primary and lower secondary teacher education programmes 
    Summary of NOKUT's Evaluation of Primary and Lower Secondary Teacher Education in Norway This is the final report from NOKUT's evaluation of the integrated five-year master’s programmes in primary and lower secondary teacher education for grades 1–7 and 5–10. The evaluation took place in the period 2022–2024 and is part of NOKUT's work to contribute to ensuring, developing and providing infor...
  • Report and decision
  • Permalink
    https://data.deqar.eu/report/110874
  • Verifiable Credential

Verifiable Credentials

A Verifiable Credential (VC) is a digitally-signed and thus tamper-evident document containing information on a subject (e.g. personal information, entitlements of an individual, degrees held by an individual or accreditation of a higher education institution). Quality assurance results recorded in DEQAR can be downloaded as W3C-compatible Verifiable Credentials.

Currently, two types of credentials can be issued:

EBSI Verifiable Accreditations (VA) can be used by a higher education institution in the context of the EBSI Early Adopters programme.

  • The VA allows the institution to prove its external quality assurance on the Trusted Issuer Registry (TIR). EBSI VAs are only issued for external quality assurance results with an official status in a national system (“part of obligatory EQA system”).
  • At present, the higher education institution’s EBSI DID needs to be communicated to EQAR and recorded in DEQAR manually at the moment. If you are a higher education institution participating in EBSI, please contact us to register your DID.
  • EBSI VAs are issued by EQAR under its DID did:ebsi:zk4bhCepWSYp9RhZkRPiwUL.

DEQAR Format Verifiable Credentials primarily serve as a proof of concept and public demonstrator currently.

  • DEQAR Format VCs are based on the plain W3C Recommendation and our own data model. While they closely follow the EBSI Schema, no EBSI-specific or EU-specific elements or data types are used.
  • The higher education institution is identified by its DEQAR URI in this case.
  • DEQAR Format VCs are issued by EQAR under its DID did:web:data.deqar.eu.

Please note: this is an experimental feature.