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CoRe 2 Competences in Education and Recognition 2

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

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CoRe 2 Competences in Education and Recognition 2

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

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

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

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

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

  6. 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

  7. Degree profile 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

  8. Competences and Learning outcomesExplanatory 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.

  9. 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

  10. Thank you for your attention! Contact details Jenneke Lokhoff Policy Officer jlokhoff@nuffic.nl Website www.core-project.eu

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