CoRe 2 Competences in Education and Recognition 2 17th ENIC/NARIC Annual Meeting Sévres, Paris, France Jenneke Lokhoff Policy Officer June 2009

CoRe 2  Project  Objective  Project team  Overview project steps  Structure draft guide  Degree profile  Example degree profile  Learning outcomes & Competences  5 components learning outcomes

Objective CoRe 2  Follow up of the CoRe 1 project  Degree profile useful for credential evaluation?  Main aim to develop 3 instruments: 1.Template degree profile 2.Guidelines how to write learning outcomes 3.Glossary of terms Guide

Project team  5 NARICs  Nuffic  UK NARIC  CIEP  Archimedes Foundation  Czech NARIC  Tuning network  Coordinator  Physics  History  Nursing  NVAO/ ECA

Project steps & method PHASE 1 PHASE 2PHASE 3 Mandate Kick off 1st Draft Meeting CWG ENIC NARIC Test phase 9 HEI’s Feedback HEI’s Continue Test Phase 2nd draft Meeting FINAL VERSION BROCHURE Autumn 2009Spring 2010 Autumn 2010 ENIC/NARIC Test partners

Structure of CoRe 2 Guide  Introduction/preliminary considerations  Degree profile  Format template profile  Guidelines to complete the template  Glossary of frequently used terms  Annexes – additional information

Degree profile  Characteristics of programme Transparency  should give a clear impression of a programme within 5 minutes to: credential evaluators, admissions officers, recruiters, employers, potential students and potential partner institutions;  is not meant for obtaining accreditation or to fulfil (national) requirements of regulators/competent authorities. Example University of Utopia

Competences and Learning outcomes Explanatory Definitions A competence is:  property of the student;  describes what the student can do;  similar to requirements in a short job description;  should contain information on the context in which the competence is applied; and  this may also imply the ‘level’ of the competence. A learning outcome (programme level) is:  a longer statement describing a measurable outcome of a competence;  clear link to the level of the competence; and  not a property of the student, but a means for the higher education institutions to measure if students have developed their competences to the required level.

Learning outcomes 5 key components:  Active verb  Type of learning outcome:  Knowledge,  Cognitive process,  Skills, and  Wider competence  Topic area of the learning outcome  Indication of the standard or the level that is intended  The scope and/or the context of the learning outcome

Thank you for your attention! Contact details Jenneke Lokhoff Policy Officer Website