Suitability assessment
Students enrolled in programmes subject to suitability assessment pursuant to Section 12-3 of the Universities and Colleges Act are assessed for their suitability for the profession throughout the course of study.
This applies to the following programmes:
- Bachelor’s degree in Child Welfare
- Bachelor’s degree in Biomedical Laboratory Science
- Bachelor’s degree in Paramedicine
- Bachelor’s degree in Social Work
- Bachelor’s degree in Nursing
- Bachelor’s degree in Social Education
- Bachelor’s degree in Early Childhood Education
- Primary and Lower Secondary Teacher Education (Years 1–7 and 5–10)
- Postgraduate Certificate in Education (PGCE / Practical Pedagogical Education, PPU)
- Master’s degree in Special Needs Education
- Master’s degree in Clinical Nursing
- Master’s degree in Child Welfare
Ongoing suitability assessment
Ongoing suitability assessment of students takes place throughout the programme of study and forms part of an overall assessment of the student’s prerequisites for functioning in the profession. Documentation of the ongoing suitability assessment may be recorded in Østfold University of Applied Sciences digital student log.
The study programme is responsible for the implementation and follow-up of the ongoing suitability assessment.
Special suitability assessment
If there is justified doubt as to whether a student is suitable for the profession for which they are being educated, a notice of concern must be submitted. Notices of concern are received and processed by the suitability officer at Østfold University of Applied Sciences. Due to data protection requirements, a notice of concern must be submitted in one of the following ways:
- Digital form for notice of concern in connection with special suitability assessment
- Form for notice of concern in connection with special suitability assessment (paper version)
- By post (Suitability Officer, Østfold University of Applied Sciences, P.O. Box 700, 1757 Halden)
- Delivered in person to Suitability Officer
Suitability is assessed on the basis of the following set of criteria, cf. Section 7-3:
a) the student demonstrates a lack of willingness or ability to show care, understanding, empathy, and respect for those the student will encounter during practical training or in future professional practice
b) the student demonstrates a lack of willingness or ability to cooperate, establish relationships of trust, and communicate with those the student will encounter during practical training or in future professional practice
c) the student abuses intoxicating substances or acquires medications illegally
d) the student has problems of such a nature that they function very poorly in their surroundings
e) the student demonstrates threatening or offensive behaviour in the study situation or towards those the student will encounter during practical training or in future professional practice
f) the student demonstrates an insufficient degree of self-insight in relation to tasks in the programme of study and the forthcoming professional role
g) the student demonstrates negligence and irresponsibility that may pose a risk of harm to those the student will encounter during practical training or in future professional practice
h) the student demonstrates a lack of willingness or ability to change unacceptable behaviour in accordance with guidance
i) the student is unable to carry out the professional judgements and actions required in practical training or future professional practice
j) the student demonstrates a lack of willingness or ability to lead learning processes for children, young people, and adults in accordance with the organisation’s objectives and guidelines
k) the student fails to assume responsibility as a role model for children, young people, and adults in accordance with the organisation’s objectives and guidelines
l) the student demonstrates a lack of willingness or ability to maintain an overview of what is taking place in a group or class and, on this basis, to create an environment that takes into account the safety and the mental and physical health of children, young people, and adults
Would you like to know more about suitability assessment?
- Universities and Colleges Act (Section 12-3)
- Regulations to the Universities and Colleges Act (see Chapter 7)
- National guideline from HK-dir
- Resource page from HK-dir
How do we work with suitability assessment at Østfold University of Applied Sciences?
Pursuant to Section 12-3 of the Universities and Colleges Act, Østfold University of Applied Sciences is required to assess whether students possess both the academic and personal prerequisites necessary to function in the profession for which they are being educated. The purpose of this assessment is to determine whether a student may pose a potential risk to life, physical or mental health, rights, or safety of those the student encounters during practical training or in future professional practice. Suitability assessment is intended to ensure that children in early childhood education settings, pupils, patients, clients, animals, and other users encounter professionals who safeguard their life, health, rights, and safety.
Ongoing assessment
Throughout the entire programme of study, both in theoretical courses and in practical training, all students are subject to ongoing assessment. This assessment is considered alongside academic performance but is conducted independently of examination results. Academic staff, practice supervisors, and programme leaders have a particular responsibility for the follow-up of this work.
Special assessment
If justified doubt arises concerning a student’s suitability, a written notice of concern must be submitted to the suitability officer. The notice must be specific and linked to at least one of the criteria set out in the regulations, such as lack of capacity for care, threatening behaviour, substance abuse, lack of self-insight, or insufficient ability to cooperate.
The student is subsequently invited to an initial assessment meeting. The main emphasis of this meeting is on the student’s own account and experience of the case. Minutes are taken, and follow-up meetings may be agreed upon for further dialogue and support. In most cases, the student will be offered extended guidance and additional follow-up to support further development. In certain cases, the suitability officer may decide that periods of practical training are postponed while a special case is being processed, if this is necessary to protect those the student encounters during practical training.
If this does not result in satisfactory change, the case may be referred to the institution’s suitability committee. The committee issues a recommendation, which is then considered by the committee for student affairs. If the student is deemed unsuitable, a decision on exclusion may be made. Such a decision may be appealed to the Joint Appeals Committee.
Student rights
The student has the right to be heard, may bring a support person to meetings, and is offered legal guidance from the student ombud. If a case is referred to the suitability committee, the student is also entitled to have expenses for a lawyer or other legal representative covered.
Who may submit a notice of concern?
Anyone who has contact with the student may submit a notice of concern, including teachers, supervisors, fellow students, or administrative staff. However, it is important to distinguish between the fact that anyone may report concern and that some roles have this as a central responsibility, such as practice supervisors and academic staff. The person submitting the notice is not regarded as a party to the case but will be informed when the notice has been received. Notices of concern that are clearly unfounded will not be followed up or processed further.
Values underpinning suitability assessment at HiØ
- Work on suitability assessment at Østfold University of Applied Sciences is based on four overarching values that provide the framework for how both ongoing and special assessments are conducted:
- • Awareness: students and staff are to become aware of the responsibility and significance of the profession for which students are being educated.
- Normalization: suitability assessment is a natural part of professional education and should not be perceived as exceptional.
- Accountability: students about whom concern has been raised are expected to take active responsibility for their own development.
- Follow-up: students who encounter challenges are to receive support, guidance, and opportunities for change.
Contact
- karl.a.korseberg@hiof.no
- Phone
- +47 69 60 81 87