Table of Contents
Dublin descriptors
Summary
Description of the origin of the Dublin descriptors. The tables with the Dublin descriptors for Associate Degree, Bachelor's level and Master's level are also included on this page.
Origin
The Dublin descriptors1) for higher education in Europe, were drawn up on the initiative of the Netherlands and Flanders in the years 2001-2004. They are named after the place where an agreement on these attainment targets for higher education was reached in 2004. The reason for drawing up these descriptors was the pursuit of study programmes of an equivalent level in the different countries of Europe. This is also with a view to students who want to complete part of their studies at a foreign university. The Dublin descriptors show the differences between the qualifications for Associate Degree programmes, Bachelor programmes and those for Master programmes.
Dublin descriptors Associate Degree
Table 1 provides an overview of the Dublin descriptors for the Associate Degree.
Table 1
Dublin descriptors Associate Degree.
| Dublin Descriptors Associate Degree | |
|---|---|
| Knowledge and insight | Has demonstrable knowledge and understanding of a field of expertise, building on general secondary education, usually works at the level of advanced textbooks, has a knowledge background in a professional field or profession, for personal development and for further study to complete the first cycle (Bachelor). |
| Applying knowledge and insight | Is able to apply his knowledge and insight in professional contexts. |
| Judgement | Has the ability to identify and use data in order to determine a response to clearly defined, concrete and abstract problems. |
| Communication | Can communicate with peers, executives and clients about understanding, skills and work. |
| Learning skills | Has the learning skills to enter into an advanced study programme that requires a certain degree of autonomy. |
Dublin descriptors Bachelor level
Table 2 shows an overview of the Dublin descriptors for the Bachelor's level.
Table 2
Dublin descriptors Bachelor level.
| Dublin Descriptors Bachelor level | |
|---|---|
| Knowledge and insight | Has demonstrable knowledge and understanding of a discipline that builds on and exceeds the level achieved in secondary education; usually operates at a level where, with the support of specialised manuals, there are some aspects that require knowledge of the latest developments in the field of expertise. |
| Applying knowledge and insight | Is able to apply his knowledge and insight in such a way that it shows a professional approach to his work or profession, and also has competencies for drawing up and deepening arguments, and for solving problems in the field of expertise. |
| Judgement | Student is able to collect and interpret relevant data (usually in the field of expertise) with the aim of forming an opinion that is partly based on weighing relevant social, scientific or ethical aspects. |
| Communication | Is able to communicate information, ideas and solutions to an audience consisting of specialists or non-specialists. |
| Learning skills | Has the necessary learning skills to enter into a follow-up study that presupposes a high level of autonomy. |
Dublin descriptors Master level
Table 3 provides an overview of the Dublin descriptors for the Master level.
Table 3
Dublin descriptors Master level.
| Dublin Descriptors Master level | |
|---|---|
| Knowledge and insight | Has demonstrable knowledge and insight, based on the knowledge and insight at the level of Bachelor and which exceed and/or deepen it, as well as providing a basis or an opportunity to make an original contribution to the development and/or application of ideas, often in the context of research. |
| Applying knowledge and insight | Is able to apply knowledge, insight and problem-solving skills in new or unknown circumstances within a broader (or multidisciplinary) context related to the field of expertise; is able to integrate knowledge and deal with complex matter. |
| Judgement | Is able to formulate judgements on the basis of incomplete or limited information, taking into account the social and ethical responsibilities associated with the application of his own knowledge and judgements. |
| Communication | Is able to communicate conclusions, as well as the knowledge, motives and considerations that underlie them, clearly and unambiguously to an audience of specialists or non-specialists. |
| Learning skills | Possesses the learning skills that enable him or her to enter into a follow-up study with a largely self-directed or autonomous character. |
1)
NVAO. (n.d.). Qualifications framework. Consulted on 8 June 2015, from http://nvao.com/nqf