The group of teacher education of the CALOHE2 project launches a call to find collaborators to integrate their advisory circle in the thematic area of teacher training.

The CALOHE2 project, of whose advisory board the Compostela Group of Universities is a member, has opened a call to create an external reference community in the thematic area of teacher education of the initiative. This community will offer its participants the opportunity to debate and give their opinion on different consultations related to the project, in collaboration with colleagues from countries of the European Union (EU), the European Free Trade Association (EFTA) and the European Economic Area (EEA). Its members will be notified when input is required and informed about the results of each consultation or data collection, and are free to share their views.

Membership of this advisory circle is disinterested, as it does not entail financial remuneration. However, the coordination of the group and the project will recognise and give visibility to the members of this external reference community and their contributions.

Those interested in joining it must fill in this electronic form with the required data, which will be forwarded to Doctor Maria Yarosh of the University of Groningen (Netherlands), coordinator of this advisory group of the CALOHE2 project. The deadline for submitting the applications is 20 July 2020.


CALOHE2 is a continuation of the CALOHEE project, which aimed to develop a qualifications framework that eventually will allow comparing the performance in a range of subject areas of students enrolled in European Higher Education so that it meets the needs of the stakeholders involved. This project covered five academic areas: Engineering (Civil Engineering), Health Care (Nursing), Humanities (History), Natural Sciences (Physics) and Social Sciences (Education).

In this new initiative, the coincidence of the frameworks of these thematic areas with the existing degree programs will be studied in order to identify the omissions, strengths and weaknesses of the latter. Through this analysis, it is intended to provide an insight into the quality and relevance of current Higher Education programmes in Europe. Subsequently, an applicable and fair framework-based instrument will be developed to measure performance on an international perspective at the end of the first cycle.

The process to be followed for the development of this analysis is briefly detailed below:

  1. Reality check.
  2. Collecting good practices of assessment of those programme learning outcomes that our ‘reality check’ identifies as indeed currently aimed for across different EU/EFTA/EEA countries.
  3. Reach agreements about how we could assess key programme learning outcomes in a way that will be recognised across national borders.

At the end of this process, it is hoped to provide a Regional subject-specific qualifications reference framework to each thematic area, with the aim of facilitating dialogue between teachers in the various programmes and stimulating the exchange of good practice in teaching, learning and assessment.