Example 1 - Evaluation of learning outcomes of a Degree Profile

An applicant has submitted a Degree Profile which gives a student-centred description of a specific physics bachelor programme, focusing on the outcomes of the programme. Typically, Degree Profiles do not contain a list of subjects studied, which are usually found in the academic transcript or Diploma Supplement. Instead, the listed programme competences and learning outcomes provide detailed information on the abilities of the student. This information is especially useful for competent recognition authorities who are themselves knowledgeable in the field of physics, such as university staff responsible for master programmes in physics.

Recognition offices which only provide general evaluations of qualifications can use this Degree Profile to conclude that this is a general and broad bachelor programme in physics, with a strong theoretical emphasis and an element of research suggesting the qualification is more academically than professionally oriented. Access to any type of physics master programme, including heavily research-oriented master programmes, should in principle be no problem.

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Example 2 – Using the learning outcomes of level descriptors (NQF)

The level descriptors of the Malta Qualifications Framework provide an overview of the outcomes of all eight Maltese levels in terms of knowledge, skills, competences and learning outcomes. As such, they are valuable for competent recognition authorities in obtaining a first impression of the generic outcomes of Maltese qualifications, and of the differences between the levels. Furthermore, the learning outcomes of a particular Maltese qualification can be checked against the generic learning outcomes of the corresponding MQF-level, to see whether they are consistent.

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Example 3 - Using the learning outcomes of qualification descriptors (NQF)

In some education systems (including Ireland), there is a distinction between Honours Bachelor Degrees and Ordinary Bachelor Degrees. However, these distinctions vary from one country to another. By studying the national qualification descriptors of the Irish Ordinary Bachelor Degree and Irish Honours Bachelor Degree, the competent recognition authority can obtain an overview of the learning outcomes of both types of Irish bachelor degrees in order to understand how these qualifications differ from each other. For example, based on this information, the competent recognition authority can determine whether either of the awards may, in principle, provide access to master or PhD programmes in the host country.

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