References – Dublin Descriptors

Note: The document, which is meant to explain the origin and history of the Dublin descriptors on the website of The European Consortium for Accreditation in higher education is not available--the link provided on the website is broken. The website states “Dr. Marlies Leegwater, who worked for many years at the Dutch Ministry of Education, Science and Culture and was also Head of the Bologna Secretariat, has written this Joint Quality Initiative – the origin of the Dublin descriptors – short history,” but no document is accessible through this link. Search results for this document do not yield any results. No other document that focuses specifically and in depth on Dublin descriptors origins and history seems to be publicly available.  

Shared 'Dublin' descriptors for Short Cycle, First Cycle, Second Cycle and Third Cycle Awards (2004)

This document, a report from a Joint Quality Initiative informal group, provides a shared framework for defining higher education qualifications within the European Higher Education Area (EHEA). It outlines the Dublin Descriptors, which serve as general reference points for assessing learning outcomes and competences across different higher education cycles.
 

Purpose of the Dublin Descriptors:

• Established as common learning outcome criteria for higher education qualifications.
• Developed to ensure compatibility and comparability among national qualifications in the EHEA.
• Help define the progression between qualification cycles (Bachelor’s, Master’s, and Doctorate degrees).

Background and Bologna Process Alignment

• The Berlin Communiqué (2003) emphasized the need for an overarching qualifications framework in Europe.
• The Joint Quality Initiative (JQI) developed the Dublin Descriptors to define qualifications in terms of:

     - Workload (ECTS credits)
     - Level and learning outcomes
     - Competences and skills 
     - Profile of graduates

The Four Dublin Descriptors for Higher Education Cycles
The descriptors define the expected learning outcomes for each level of higher education.

Short-Cycle (Within First Cycle)

• Typically 120 ECTS credits.
•  Provides students with foundational knowledge and prepares them for employment or further study.

Expected outcomes:

• Basic understanding of a subject field.
• Ability to apply knowledge in occupational settings.
• Communication skills to interact with peers and clients.
• Readiness for further academic progression.

First Cycle (Bachelor’s Level)

• Requires 180–240 ECTS credits.
• Graduates should:

     - Demonstrate broad knowledge and understanding.
     - Apply knowledge in professional contexts.
     - Interpret and analyse relevant data.
     - Communicate effectively with specialist and non-specialist audiences.
     - Develop independent learning and research skills.

Second Cycle (Master’s Level)

• Requires 90–120 ECTS credits, with at least 60 ECTS at the second-cycle level.
• Expected outcomes:

     - Advanced knowledge that allows for original thinking.
     - Ability to solve problems in new and unfamiliar environments.
     - Integration of multidisciplinary knowledge.
     - Capacity for critical analysis and ethical reflection.
     - High level of autonomy in research and learning.

Third Cycle (Doctorate Level)

• No fixed ECTS requirement (focuses on original research).
• Graduates must:

     - Demonstrate a systematic understanding of a research field.
     - Conduct original research contributing to knowledge advancement.
     - Exhibit scholarly independence in designing and implementing research.
     - Communicate findings to academic and professional audiences.
     - Promote technological, social, or cultural advancement.

Reference: Joint Quality Initiative. (2004). Shared 'Dublin' descriptors for Short Cycle, First Cycle, Second Cycle and Third Cycle Awards. Accessible at https://www.aqu.cat/doc/doc_24496811_1.pdf.

The European Qualifications Framework for Lifelong Learning (EQF) (2008)

The European Qualifications Framework (EQF) is a tool developed by the European Union to enhance the transparency, comparability, and portability of qualifications across Europe. It serves as a reference framework that links different countries' national qualifications systems, facilitating better understanding and recognition of qualifications obtained in various European countries.
 

Key Features of the EQF:

• The EQF comprises eight levels, each defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level. These descriptors cover:

     - Knowledge: Theoretical and/or factual understanding.

     - Skills: Cognitive (involving logical, intuitive, and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools, and instruments).

     - Responsibility and autonomy: The ability to apply knowledge and skills autonomously and with responsibility.

The levels range from basic (Level 1) to advanced (Level 8), covering the entire span of qualifications, from those achieved at the end of compulsory education to the highest levels of academic and professional education, such as doctoral degrees.

• Learning outcomes approach:
The EQF emphasizes what a learner knows, understands, and is able to do upon completion of a learning process, rather than focusing solely on the duration or type of education. This approach supports lifelong learning by recognizing non-formal and informal learning alongside formal education.

• Alignment with National Qualifications Frameworks (NQFs):
Each country develops its own NQF, which is then referenced to the EQF. This alignment ensures that qualifications across different countries can be compared more easily, aiding mobility for work or further study within Europe.

Benefits of the EQF:

• Enhanced mobility: By providing a common reference, the EQF makes it easier for learners and workers to move between countries and have their qualifications recognized.

• Informed choices: Employers and educational institutions can better understand the level and content of qualifications from other countries, facilitating recruitment and admissions processes.

• Support for lifelong learning: The focus on learning outcomes encourages individuals to pursue continuous learning opportunities, knowing that their diverse experiences and learning can be recognized and valued.

Reference: European Commission. (2008). The European Qualifications Framework for Lifelong Learning (EQF). Luxembourg: Office for Official Publications of the European Communities. Accessible at https://europass.europa.eu/en/europass-digital-tools/european-qualifications-framework.

Aligning learning outcomes descriptors in national and meta-frameworks (2011)

This paper explores the alignment of national and meta-frameworks of qualifications, focusing on Ireland’s experience in comparing its National Framework of Qualifications (NFQ) with the Bologna Framework and the European Qualifications Framework (EQF). The goal is to establish a process for aligning qualifications across Europe, ensuring transparency, compatibility, and trust among stakeholders.

• National qualifications frameworks (NQFs) vary in structure but share the goal of defining levels based on learning outcomes.
• National systems need to interact with European meta-frameworks to support mutual recognition of qualifications and mobility of learners.
• Self-certification is the key mechanism for aligning national frameworks with the Bologna Framework.
• The EQF, while voluntary, encourages commitments from national education authorities to ensure transparent linkage to national frameworks.

The self-certification process:
• The self-certification process ensures that national qualifications are aligned with Bologna cycle descriptors (Dublin Descriptors).
• Countries must:

1. Designate competent national bodies responsible for qualifications.

2. Demonstrate clear links between national qualifications and Bologna cycle descriptors.

3. Have national quality assurance systems consistent with the Berlin Communiqué.

4. Include alignment references in diploma supplements.
 

Ireland’s Experience with Bologna Alignment:
• Ireland was a pilot country for self-certification of its NFQ with the Bologna Framework.
• The process involved:

     - Technical comparisons between the Irish NFQ and Bologna cycle descriptors.
     - A consultation process with education stakeholders.
     - Publication of a compatibility verification report (2006).

• Outcome: Irish degrees were verified as compatible with Bologna cycles, improving international recognition of Irish qualifications.

The Irish framework uses a more detailed approach to learning outcomes than the Bologna Dublin Descriptors.
 

Key findings regarding alignment:

• Bachelor’s Level – Strong correspondence between NFQ Level 8 and Bologna First Cycle.
• Master’s Level – Both frameworks emphasize critical awareness, originality, and problem-solving.
• Doctorate Level – Bologna descriptors focus on autonomy and research, while Irish descriptors include additional professional competencies.

Ireland's experience demonstrates a structured process for ensuring compatibility, which can serve as a model for other countries.

Reference: Maguire, B. (2011). Aligning learning outcomes descriptors in national and meta-frameworks. Cedefop. Accessible at https://www.cedefop.europa.eu/files/etv/Upload/Information_resources/Bookshop/491/42_en_maguire.pdf.