Nuffic by yurtgc548


									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

Project team

   5 NARICs
      Nuffic
      UK NARIC
      CIEP
      Archimedes Foundation
      Czech NARIC

   Tuning network
      Coordinator
      Physics
      History
      Nursing

Project steps & method
  PHASE 1           PHASE 2       PHASE 3

     Kick off        Test phase     Meeting
                       9 HEI’s
                                    2nd draft
                     Feedback     ENIC/NARIC
Meeting     ENIC       HEI’s
 CWG       NARIC                  Test partners
                    Test Phase      FINAL
    1st Draft
 Autumn 2009        Spring 2010
                                  Autumn 2010
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

Degree profile
 Characteristics of programme

 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


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