CoRe Projects

Competences in Education and Recognition

Background and goals

International recognition of educational credentials is one of the major preconditions to facilitate international mobility within Europe. To increase mobility and to increase access to education for all European citizens has been acknowledged as one of the major aims in the Bologna Process and the Lisbon Strategy.

The TUNING project aims to contribute to the Lisbon Process by elaborating a framework of comparable and compatible qualifications, which should be described in terms of workload, level, learning outcomes, competences and profile. The TUNING project is performed by European higher education institutions for European higher education institutions.

The ENIC/NARIC networks are networks of (mostly) European national information centres that are responsible for the recognition of academic and professional qualifications. As international recognition is their core business, the networks are very much interested in the progress of the TUNING project to facilitate transparency in educational programmes for the purpose of recognition. Besides, due to recent trends in education, like globalization, virtualization and lifelong learning, the meaning of the 'traditional' credentials or qualifications is changing, and attention is slowly shifting towards an approach of recognizing competences through methods for Prior Learning Assessment and Recognition (PLAR). This development encourages the ENIC/NARIC networks to investigate potential ways to include recognition of competencies in the credential evaluation methodology.

As a result of these reasons, the Dutch NARIC and UK NARIC initiated the CoRe Project. The main goal of the CoRe Project is to evaluate whether the learning outcomes and competences of European educational programmes developed as a result of the TUNING process indeed contribute to the further facilitation of international recognition. The following questions should be answered at the end of the CoRe Project:

  1. What information about the objectives, learning outcomes, and competences of an educational programme is currently produced by institutions?
  2. Is this information appropriate and sufficient for the purpose of credential evaluation? If not, how can this be improved?
  3. Does the information about the objectives, learning outcomes and competences of an educational programme give better insight to the level of the programme, and therefore have an additional value for the purpose of credential evaluation?
  4. Would credential evaluators be able to use the documentation that describe the objectives, learning outcomes and competences in their daily practice of credential evaluation?