Interfaces of Trans-national Educational Collaboration · Reife- und Diplomprüfung (Reifeprüfung...

Comprehensive Report on

Interfaces of Trans-national Educational Collaboration:

Assessment Procedures

Deliverable: 56, 57, 60-62, 77 Version: 3.0

WP: 05 Last update: 31/08/2011

Prepared by: Francoise Eppstein, CREDIJ (FR) & Gerald Thiel, DEKRA (DE)

With contributions from: Arthur Schneeberger, ibw (AT)

Hanna Schrankel, IG Metall (DE)

Lena Zolota & Ioanna Mastrokosta, EOPP/OEEK (HE)

Enrico Bressan, CPV (IT)

Ana-Maria Nisioiu, ACPART/ANC (RO)

Research & Development, FLM (ES)

Terry Hook, e-skills (UK)

For further information on the project please consult: www.project-predict.eu

For further information on the paper please contact: [email protected]

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

EQF Predict: "This project has been funded with support from the European Commission. This publication reflects the views

only of the author, and the Commission cannot be held responsible for any use which may be made of the

information contained therein."

2/45 Comprehensive report on Assessment Procedures

prepared by CREDIJ (FR) and DEKRA (DE)

Table of content

page

(1) Introduction 3

(2) Country reports on assessment procedures 4

(2.1) Austria 4

(2.2) France 5

(2.3) Germany 9

(2.4) Greece 9

(2.5) Italy 10

(2.6) Romania 11

(2.7) Spain 15

(2.8) United Kingdom 18

(3) Important Aspects of Assessment Identified 21

(3.1) What do LO concern? What do LO describe? - Understanding by EQF Predict partners 22

(3.2) How are LO described?/ Links with skills and competencies? - Understanding by EQF Predict partners:

Learning outcomes and competence approach

24

(3.3) How is the concept of LEARNING OUTCOMES used in ASSESSMENT / VALIDATION /

CERTIFICATION? - Understanding by EQF Predict partners

27

(3.4) Validation – what, when, why? - Understanding by EQF Predict partners 28

(3.5) Competent bodies 30

(4) First Ideas of an Optimum Model of Assessment 34

(5) Principles of EQF assignment 35

(6) Questions Addressed to Stakeholders 40

(7) Summary of the Interviews with Stakeholders 41

(7.1) Austria 41

(7.2) Germany 41

(7.3) Greece 42

(7.4) France 42

(7.5) Italy 43

(7.6) Spain 44

(7.7) Romania 44






(1) Introduction

The report at hand shall give an overview of the activities having taken place within Workpackage 5 Interfaces of

Trans-national Educational Collaboration. In order to deliver a clear picture of the way how the final results have

been achieved, understandable also for those who have not been involved in project work, only the basic elements

of the whole process are shown in this report, mirroring the methodological approach of work within this

workpackage. The basic steps having been done, arranged in a logical sequence, are the following:

Country reports

These reports delivered information about the situation in the partner countries. They were not structured

with high and comparable granularity: First and utmost, it was intended to use them as a source for

identifying the aspects most important for setting up an optimum model.

Important aspects

On the basis of an overview of the country reports, aspects considered important were used in order to have

a synoptic view on the country features.

First ideas of an optimum model

The overview gained by considering the country reports was used to set up a first idea of an optimum model.

These steps were done for assessment procedures and partially (with the exception of “important aspects”) also

for quality assurance measures (see collection of information on quality assurance measures for further

information). The next step now to follow was to set up a more elaborated optimum model planned to be

presented to stakeholders for comment. In the consortium’s debate to be carried out for this purpose, it turned out

that some partners felt it too problematic to come up with suggestions with regard to an optimum model of quality

assurance, for at that time some discussions at governmental level about this issue took place. It was therefore

decided not to investigate the opinions of stakeholders about optimum models of quality assurance. The report at

hand therefore focuses on assessment procedures and encompasses the full range of steps to be done in order to

achieve a more elaborated optimum model.

The further steps to be done are described in this report and concern only assessment procedures:

Principles of proper EQF assignment

Although educational key elements described within workpackages 3-5 should be considered independently

from each other as they are not necessarily always part of an educational sequence that encompasses all of

them, they are in practice very often related to each other in a way that it makes sensible to set up principles

of proper EQF assignment valid for all of them.

Optimum model of EQF-assigned assessment

This model, gained by evaluation of the country reports and discussion among partners, includes essentials

of assessment procedures and informs about elements ideally covered by assessment procedures. It is

important that the model is considered in the light of the principles of proper EQF assignment.

Questions to be addressed to stakeholders

These questions are related to the optimum model of assessment.

Summary of stakeholders` comments

This summary is based on the answers of stakeholders on the questions related to the optimum model of

assessment. It confirmed more or less the optimum model presented in the framework of the interviews;

therefore it did not seem necessary to develop a refined version.






(2) Country reports on assessment procedures

The following country reports have been provided by the EQF Predict partners and provide an inside view into

different European countries’ assessment procedures and regulations.

(2.1) Austria

Examinations

Abschlussprüfung (Final examination): Upon passing the final examination at VET schools (3 to 4 years),

graduates boast professional qualifications entitling them to immediately exercise the respective occupations

and giving them access to regulated professional activities. The project work, which forms also part of the

exam, gives students the possibility to demonstrate the practice-oriented knowledge and skills they have

acquired.

Reife- und Diplomprüfung (Reifeprüfung and VET Diploma Examination): Graduates of VET colleges (5

years) acquire a double qualification: The Reifeprüfung and VET Diploma Examination opens up access to

higher learning and also to regulated professional activities, thus providing immediate entitlement to jobs on

the executive level.

Diplomprüfung (Diploma examination): The diploma examination is the final exam of training programmes

at post-secondary courses in VET and post-secondary colleges of social work as well as part of the final

exam at upper secondary VET colleges (Reifeprüfung and VET Diploma Examination)

Recognition and Certification

EU recognition: The high level of education and training at VET colleges is also reflected in their recognition

at the European level. VET colleges have been included in the so-called Annex D of Directive 92/51/EEC,

thus confirming that graduates of these programmes acquire professional qualifications for which, in the

majority of EU Member States, training at the post-secondary level (i.e. after acquisition of university

entrance qualifications) would be required.

Certificates and diplomas: The Abschlussprüfungszeugnis (final certificate at VET school) and the Reife-

und Diplomprüfungszeugnis (Reifeprüfung Certificate and VET Diploma at VET college) both show not only

the examination areas and related assessment but also the subject areas covered during the programme

with the allocation of hours per subject. In addition, certificates provide information on qualifications obtained

(see also 'professional qualifications') and any foreign-language instruction in specific or job-related subjects

(e.g. English as working language).

Certificate supplements: Certificate supplements are detailed descriptions of certificates contributing to an

improved understanding of the respective VET programme completed. They provide an easy overview of the

skills and knowledge acquired by pursuing a VET pathway. About 800 certificate supplements from the

different areas, occupations and types of training are available (also in English) at www.zeugnisinfo.at.

Legal basis

Berufsausbildungsgesetz - BAG (Vocational Training Act): The BAG provides the statutory framework

for the training of apprentices. In addition, the BAG includes some provisions governing the fields of VET

schools and colleges as well as their special forms for people under employment and school pilot projects.

One provision, for example, stipulates that the successful completion of a VET school or college of at least

three years' duration ensures minimum professional skills in terms of professional qualification; labour

legislation including collective bargaining agreements.






Gewerbeordnung - GewO (Trade, Commerce and Industry Regulation Act): The GewO stipulates under

which circumstances persons are entitled to take up a trade. As also graduates of VET schools and colleges

have the possibility to exercise self-employed professions and to start up a business at their own account

and risk, the GewO regulates the general and particular requirements to exercise self-employment pursuant

to the ordinances issued in connection with the individual regulated crafts and trades. Existing regulations

ensure that graduates of VET schools and colleges obtain credits for the knowledge and skills relevant to the

occupational field concerned. Skills and competences they have acquired through prior learning and already

proved is credited to required examinations in the form of waivers (e.g. entrepreneurial examination,

professional diploma examination, subject-specific parts of the master craftsperson examination).

Act on the Professional Title “Ingenieur/in”: The professional title “Ingenieur/in” can be awarded to

graduates of colleges of engineering and of agriculture and forestry. The title is conferred by the Federal

Ministry for Economic Affairs and Labour or by the Federal Ministry for Agriculture, Forestry, Environment

and Water Management. Legal bases are the 1990 Ingenieurgesetz and relevant ordinances. Graduates

must fulfil the following requirements: successful completion of a college of engineering (Reife und

Diplomprüfungszeugnis); a minimum of three years of professional practice in the field where the training

pathway focused on; a written application for the awarding.

Unternehmerprüfungsordnung (Entrepreneurial exam): For the pursuit of a trade or a regulated craft or

trade on a self-employed basis candidates must prove knowledge and skills related to business

administration and legal issues. This proof is furnished by successful completion of the entrepreneurial

examination or through accreditation of prior learning. The Unternehmerprüfungsordnung (Entrepreneurial

Examination Ordinance) regulates the topics and the waiving of the entrepreneurial examination.

(2.2) France

A proposition for a typology, according to French practice:

- Predictive assessment

o Diagnostic assessment

o Prognostic assessment

- Formative / educational assessment

(assessment for learning)

- Summative assessment

- Certifying assessment






An example of training path, showing all the type of assessments






(2.3) Germany

As a rule, institutions of higher education carry out their exams themselves, based on regulations adopted by the

responsible ministries of the Länder. This is also the case for all examinations provided within primary and

secondary education (level 1).

Examinations of publicly recognised VET courses (at initial level as well as at “master” level) are carried out by

chambers1, supported by selected experts from social partners. These exams encompass a practical part where

the candidate has to demonstrate that she/he is able to carry out work typical for the profession.

The assessment and examination criteria are defined in the German Vocational Training Act

(Berufsbildungsgesetz) and the Crafts Regulation Act (Handwerksordnung). All assessment criteria are defined in

the respective initial training regulations (Ausbildungsordnungen). Assessment is generally conducted through

activity-oriented tasks. The tasks are determined by the board of examiners on the basis of the respective initial or

further training regulation.

In initial vocational education there are traditionally two stages of assessment, the interim exam and the final exam.

There is also another form of assessment in which there is no interim examination, instead, there are two different

stages of final examination (Gestreckte Prüfung). Both parts of this exam are not to be assessed in an isolated

way but as a whole.

There is also a possibility for non-apprentices to participate in the examination through the “Externenprüfung” if

they have worked in the profession in question for at least double the amount of time that an apprenticeship would

have lasted. Assessment is conducted by the chambers responsible. The board of examiners has to consist of at

least three examiners, there has to be equal representation of employers and employees, both of which have to

make up at least two thirds of the board. The vocational education school is represented through at least one

teacher.

A particular case is the approach used in the framework of the Advanced IT-Training System where exams are

carried out as discussions of documents describing real-work projects carried out by the candidate within two

years2

(2.4) Greece

Concerning assessment and evaluation in post-secondary Vocational Education and Training (OEEK) and

focusing on the 2 specialisations (skilled car mechatronics and ICT):

Trainees are assessed every semester by a test in each subject between the 8th and 10th week of training

(progress test). At the end of each semester, there is a final test for each subject, in the form of exam. The

final grade of each subject is calculated based on the average of the progress and the final test, on a scale from

one (1) to twenty (20). At this stage of the training, the assessment is made by the teacher/instructor of each

course. Promotion from one semester to the next takes place after successful examination in all courses, which is

confirmed by the final grade - at least ten (10) for each course - on a scale of 1 to 20.

If the trained person does not succeed only in one course, having a grade of at least eight (8), they are

entitled to enrol in the next semester, if the average degree –in the totality of the courses- is at least ten

(10) and under the condition that they will take the exam for this course again and get a grade 10. In

any other case, the person failing in one or more courses must follow these courses again, without

having the right to enrol to the next semester. 1 These organisations are entitled to carry out these activities by the Berufsbildungsgesetz

2 See Annex and http://kibnet.org/english/en.aitts/index.html






Trainees successfully attending all semesters in state and private IEK receive a Confirmation of Course

Completion (VEK). This document gives them the right to participate in certification examinations to acquire a

Vocational Training Diploma or Certificate.

Once confirmation of course completion is acquired, graduates are entitled to participate in the examinations of

Vocational Training Certification so as to acquire a Vocational Training Diploma or Certificate. The

examinations are held twice a year at a panhellenic level. Exams consist of both a theoretical part and a practical

part. The Qualification Unit of OEEK designs and carries out all the stages of Certification Exams along with the

Central Examination Committee for Vocational Training Certification (ΚΕΕPΕΚ) and the Regional Certification

Examination Committees (PΕΕP), which are set up by decision of the Minister of National Education and Religious

Affairs, upon recommendation by the Administrative Council of the Organisation for Vocational Education and

Training (OEEK). Social Partners actively participate in KEEPEK and PEEP. The exam is considered successful

passed with a minimum grade of 10/20.

(2.5) Italy

Typology of assessment according to the IFTS (Higher and Technical Training and Education) practice

The validation process in IFTS is carried out in three steps:

The first step involves guidance/counselling, which involves the active participation of the individual in

self-analysis and in the identification of his/her specific training needs. It is carried out by a counsellor

operator and produces a basic Individual Project.

The second step is the assessment step, which aims to collect evidence in a systematic way and

ensure the possession of specific competences. It is carried out by one (or more) assessors who help

the individual to compose a Dossier that includes all the relevant evidence (certifications, declarations,

documented information about training, work or other experiences). All this experience is translated into

competences in the dossier. The dossier is used to produce a further document, the Individual Portfolio

that will accompany the individual also after leaving training.

The final certification/recognition step involves a certification, or access, or a bonus towards a training

pathway. This is managed by a Commission in which all the education and training institutions involved

are represented. Credits are recognised on the basis of the Dossier.

In IFTS courses students' evaluation is performed both in itinere, in order to assess learning outcome for a given

UFC (Unità Formativa Capitalizzabile), and at the end of the training path.

Guidelines and criteria for assessment and certification were established within the Agreement of the Unified

Conference of March 2nd, 2000 which sets also the format to be used for the certification of courses.

Assessment exams of IFTS courses are divided into:

- an individual colloquium regarding the discussion of

the student Personal Record, prepared by the teachers and documenting the various phases

of the formative path, the assessment of the stage activities as well as of the knowledge and

professional competences acquired by the student

a student’s report, prepared by the student, in which he/she presents the work done during

the path. For this purpose, the student supplies the materials produced during the course and

the documentation concerning the acquired competences and skills. The personal record and






the student’s survey must be handed to the Board of Examiners at least 5 days before the

preliminary meeting

- a simulation test, by means of which the output competences that constitute the objective of the IFTS

course can be verified on an individual basis.

Admission to the final exam is given by the availability of the personal record and the student’s survey. The final

tests are prepared by the board of examiners, coherently with the path designed by the Technical Committee.

Grades are given by the board of examiners: 70% is given by the colloquium, 30% by the simulation test. The

exam is successfully passed with a minimum grade of 60 out of 100 (at least 42 for the colloquium and 18 for the

test).

Upon successfully completion of the final exam, the student is issued a certificate. If the student fails the exam,

he/she is issued an “Intermediate Declaration”, stating which competences were acquired, in order to support the

recognition of formative credits in subsequent courses.

A specific report should certify all exams identifying the acquired evaluation and the relating score. The declaration

of the acquired score is issued at the instance of the student.

The Board of examiners is appointed with a formal act by each Region. It is constituted by representatives of the

four actors involved in the IFTS system, with professional profiles and experiences coherent with the subject

matter of the course; the Board is made by: the President, appointed by the Region after consulting the IFTS

Regional Committee 2 members selected from the course teaching staff and proposed by the course Director 2

experts, representatives of the reference professional field, appointed by the Region after consulting the IFTS

Regional Committee.

(2.6) Romania

In Romania there is a new draft law on education, which will be subject to debate and approval by the Romanian

Parliament and which describes the assessment types used by the Romanian education system.

Predictive assessment

This assessment is compulsory at the beginning of each academic year, performed for each discipline or

training module. The results of the predictive assessment have diagnosis and forecast purposes. They

are not registered in the school documents or used to establish students’ hierarchy at classroom or

school level. Predictive assessment is used for planning purposes, aiming at adapting didactic activities

for the individual student, so that they may attain the best possible performance as compared to their

initial level and to the respective curriculum standards. Predictive assessment indicates the initial level of

knowledge, skills and attitudes for each level, considered as reference level for the academic year and

the respective discipline/training module.

Formative assessment

This type of assessment is undertaken throughout the academic year, according to the calendar

planning of the teaching-learning process and to the students’ progress. The results are not registered in

the school documents or used to establish students’ hierarchy at classroom or school level. It supports

regulation and self-regulation of the teaching and learning process; It is used to improve students’

motivation for learning.

Summative assessment

This type of assessment is undertaken at certain time intervals scheduled on indicative basis at the

beginning of the academic year and communicated to students, according to the calendar planning of






the teaching-learning process. It is undertaken at classroom, school or national level. Its results are

expressed as marks/appraisals, registered in school documents and, as appropriate, in study diplomas

and certificates. It is used:

- to determine/certify competences attained by students within a certain time interval;

- to inform parents on students’ progress within the respective time interval;

- to set remedial education measures;

- to set students’ hierarchy;

- in students’ school and career guidance;

- to select students when passing from one educational level to another;

It is a synthetic indicator on the teachers performance, as well as on the performance of the school and,

as appropriate, of the national education system.

National baccalaureate examination

It is a type of summative assessment. It is undertaken upon completion of upper secondary education, high school

level. The baccalaureate diploma grants access to higher education. The baccalaureate diploma involves:

- Assessment of linguistic competences of oral communication in Romanian and, as appropriate, in

mother tongue, for students who finalised high school studies in a national minority language.

- Assessment of linguistic competences in a foreign language studied during high school.

- Assessment of digital competences.

- Assessment of competences attained during upper secondary education studies:

Written examination: Romanian language and literature;

Written examination: mother tongue language and literature

Written examination, differentiated according to profiles

Written examination the student may choose, according to the profile and specialisation

Examinations for certification of professional qualification / professional competences

These are types of summative assessment for graduates of certain profiles or professional qualifications leading to

certificates of professional qualification, EQF levels 3, 4 and 5.

Certification of studies in pre-university education

Certification of studies in pre-university education is performed by means of:

a) Graduation certificate;

b) Personal portfolio for permanent education;

c) Academic transcript, issued on demand.

In case the study programme is interrupted, each academic year passed successfully is recognised. A document

to certify the studies so far, updated personal portfolio for permanent education and the academic transcript may

be issued on demand.

Certification of adult training3

The training provider issues the graduate of a training programme the following certificate, as appropriate:

a) Professional qualification certificate for qualification or re-qualification programmes;

b) Graduation certificate for initiation, improvement, specialization programmes as well as upon completion

of each module, in case of modular training programmes.

3 Methodology on certification of adult training.






Assessment in higher education

The competition for admission in higher education is organised by the university for each study cycle and

programme, in compliance with the specific methodology approved by the Ministry of Education, Research and

Innovation. Upon completion of university studies, there are the following examinations:

i. Bachelor examination for Bachelor cycle;

ii. Dissertation examination for Master’s cycle;

iii. Examination to defend the PhD thesis;

iv. Diploma examination for specialisation post-university study programmes;

v. Selection examination, prior to the Bachelor examination, for students/graduates of

higher education institutions and/or study programmes under liquidation

The table of the assessment of learning outcomes upon completion of a study level and on progression to the next

level within Romanian educational system

Lower study level Type of assessment upon completion of lower study

level

Type of

assessment for

admission to a

higher study

level

Higher study level

Lower Secondary Education

(Gymnasium – grades V -

VIII)

Work-based

apprenticeship to

obtain a

qualification 4

With

examination5

Upper Secondary

Education

(High School)

No examination6

Upper

Secondary

Education

(High

School)

Theoretical

Pathway

Baccalaureate examination Admission

examination

(± Baccalaureate

examination)

Post-secondary pre-

university

education/

Tertiary non-

university

education7

Technologic

Pathway

Examination for

certification of

professional

competences8

(for graduates of

10th grade ,

vocational

education)

Examination for

certification of

professional

competences9

(for graduates of

12th/13th grade,

high school)

Baccalaureat

e

examination

Admission

examination

University

Education

(Bachelor)

4 Secondary school graduates, who have completed lower secondary education cycle or not, obtain a professional qualification by apprenticeship in the workplace. 5 Samples and methodology of the contest are determined by each high school 6 The results obtained during school grades 5-8, as a general indicator of student performance in relation to curricular standards or national test results achieved at the end of 8th grade and international standardized tests structured model 7 High school graduates, with or without baccalaureate diploma are entitled to enrol to post high school education 8 Examination corresponding to EQF level 3. 9 Examination corresponding to EQF level 4.






Vocational

pathway

Baccalaureate examination

Post-secondary pre-

university education/

Tertiary non-university

education

Examination for certification of professional

competences10

Admission

examination

(+ Baccalaureate

examination)

University

Education

(Bachelor)

University Education

(Bachelor)

Bachelor degree examination

Admission

examination

University

Education

(Master)

Post-graduate

studies for

specialization


(Master)

Dissertation Admission

examination

Post-graduate

studies for

specialization

Competition for

admission

University

Education

(Doctorate)


(Doctorate)

Doctorate thesis Admission

examination

Postgraduate

Postdoctoral

Programmes

Postgraduate Postdoctoral

Programmes

Publication indexed in international databases

Postgraduate

Life Long Learning

Programmes

Degree examination

Professional training of adults

Adults seeking initiation, qualification, improvement, specialization and re-training can participate in courses

organised by training providers approved by the National Adult Training Board - NATB. Participants in training

programmes and those who follow an apprenticeship programme have to sit an examination at the end of the

theoretical and practical internships.

The graduation examination consists of a set of theoretical and/or practical tests which demonstrate the specific

competences included in the training programme have been attained.

Non-formal learning and professional competences may be assessed by authorised assessment centres, on

demand, for those willing to obtain a nationally recognised certificate.

The recommended assessment methods are: self-assessment, direct observation, oral test, written test, project,

simulation or structured demonstration, reports by others, portfolio of works developed prior the assessment date.

10 Examination corresponding to EQF level 5.






(2.7) Spain

The very recent national system for Assessment/Validation/Evaluation and Accreditation (Certification) was

established legally since July 2009 via Law Real Decree 1224/2009 .

System Management is descentralized to each Region where regional competente bodies (Governemnt agencies

linked to Education and Labour Ministries) will undertake the task of structuring and implementing the system.

It will benefit from this system Workers and Students who will be able to validate their knowledge acquired by any

means (formal and non formal education). Globally the system comprehends 3 parts:

1 – Previous Assessment

2 – Evaluation of Competences

3- Acreditation (Certification total or partial) & Registration of Professional Compence and/or Qualification.

Note:

A Qualification is comprised by a series of Competence Unities. Each competences unite corresponds to 1 training

module and to 1 certificate.

Example:

Welding Qualification comprises 4 Competences Unities

1 Training Module finalized = 1 Competence unity acquired =1 Certificate obtained ( partial)

4 Training Module finalized = 4 Competence unity acquired = Final Certificate obtained ( total)

1 Certificate is a document issued by Ministry of Labour linked entities

1 Title is a document issued by Ministry of Education linked entities

1 Final Certificate obtained via Ministry of Labor entities = 1 Title obtained via Ministry of Education entities






Assessment Evaluation Acreditation ( Certification Partial or Total)

WHEN Previous to Competences Evaluation Process

It takes place after Assessment in Oficial Centers for this purpose defined by Regional Bodies

Evaluation Positive Evaluation Negative

WHAT

Candidate Presents documental/verbal evidences of Competences in relation to the Qualification and the Competences Unities he wants obtain official recognition

Practical and theoretical evaluation of Competence unities related to certain Qualification

Candidate Obtains Oficial Recognition of his Knowledges and Skills

Canditade goes back to Assessment phase

WHY

Candidate wants to obtain a formal recognition of his knowledge ( certificate and/or title ( total or partial)) related to certain qualification. System needs to pre-assess its knowledge to provide orientation/guidance in relation to how to undertake the evaluation process

Candidate needs to demonstrate he has the knowledge and skills described at the National Qualification Catalogue in relation to a certain Qualification

Acreditation is necessary to issue oficial recognition & registration that candidate is Qualified in certain Qualification and to be recognized by Ministry of Labour and Ministry of Education linked entities throughout the territory.

TOOLS Qualification Acreditation Call

Diferent methods:Job position observation, simulations, standard tests, personal interviews. Group of expert evaluators comprises Evaluation Comission. Evaluators and Candidate Guides. Necessary equipments & instalations to carry out the evaluation

An accreditation document is issued which contains separetly the Competences Unities recognized

Qualified Officers to undertake the candidate pre-assessment

An Accreditation is issued detailing the competences unities recognized. This document will provide later a Certificate ( partial/total - Ministry Labour Document) for each competence unity candidate approved. A Total Certificate is issued for the qualification where candidate proved to be competente in all competences unities evaluated.

Pre Assessment Positive

A Title ( total) is issued for the qualification where candidate proved to be competente in all competences unities evaluated. ( Ministry of Education Document.






Assessement Report issued + Candidate Documents sent to Evaluation Comission

Registration Process: Candidate Certifications ( total / partial ) and/ or Title is registrated in a State Central Database that can be accessed by either Ministry of Labour Agencies and Ministry of Education Agencies. This registration will allow both entities to recognize worker/student qualification/certification and will allow him to migrate between both educational systems being his knowledge convalidate automatically between them

Pre Assessment Negative

Assessement Report issued +Candidate informed about complementary training required and educational center where training is provided

Candidate wants to undertake evaluation anyway

Assessement Report issued + Candidate Documents sent to Evaluation Comission






(2.8) United Kingdom

In the UK there are many varied approaches to assessment and evaluation for qualifications. This has been driven

by the increasing interest in creating diversity of educational provision to meet the full range of needs presented by

learners. This is both a reflection, and a partial consequence, of the three central agendas for schooling in many

countries; standards, choice and inclusion, and the growth in information communication technologies and

associated systems. 11

Industry Vocational Education

As a consequence of this variation this feedback concentrates upon vocational education and in particular the

English National Vocational Qualification scheme (NVQ), First introduced in 1986 several millions of NVQs have

been awarded. This qualification system therefore has a significant history and in the light of experience has been

modified and adjusted to reflect an understanding of learners, employers and system needs. Assessment and

evaluation have always been an integral component of the qualification system.

NVQs are work-related, competence-based qualifications. They reflect skills and knowledge needed to do a job

effectively and show that a candidate is competent in the work area represented by the NVQ. NVQs are based

upon occupational standards that are statements of performance that describe what competent people in work

roles are expected to do. NVQs do not have to be completed in a strict time frame, they can be taken by full time

employees, part time or college students with no age restrictions or entry requirements.

Assessment

NVQs are achieved through assessment and training. Assessment is normally through, on the job, observation

and questioning supported by a portfolio of evidence demonstrating competence. Approved assessment centres,

including company workplaces provide the environment in which assessment takes place.

Internal Assessors sign off units of achievement and test knowledge and understanding through questioning.

They work with learners to help them understand assessment requirements and how to demonstrate and provide

evidence for their achievements.

11 Jonathan Rix ; Peter Twining of the Open University

InternalAssessor

Internal Assessor

InternalAssessor

Internal Verifier operating in approved assessment centre

External Verifier

Students normally in workplace

NVQ Assessment Layers






INTERNAL VERIFIERS MANAGE A TEAM OF INTERNAL ASSESSORS AND ENSURE GOOD PRACTICE

AND CONSISTENT PROCEDURES ARE FOLLOWED. THEY ALSO WITNESS EVIDENCE COLLECTION AND

UNITS SIGN OFF AND PROVIDE A SECOND LEVEL OF QUALITY CONTROL.

External Verifiers, normally appointed by Awarding Bodies, provide yet another level of quality control over

assessment and evaluation by overseeing the work of internal verifiers and approving the status of NVQ

assessment centres.

Assessment strategies are devised by Sector skills councils, working with awarding bodies, under the guidance

of regulatory bodies such as the Qualification and Curriculum Development Agency.

NVQ Portfolios are Portfolios of evidence that are produced by candidates and are open to inspection by

awarding bodies and external verifiers; they are established to support consistency in evaluation. Portfolio

structure allows some flexibility to suit different types of learners. Naturally detailed and process-oriented people

will often take to NVQ's very readily; whereas for example naturally intuitive, creative conceptual personalities will

may need to use a modified approach and need help in designing portfolios reflecting their learning preference.

Link to National Qualification Structure

The NVQ qualification structure is directly linked to the NQF and therefore equivalence with other qualifications

including Higher Education Qualifications can be established.






UK Qualifications and Credit Framework 12

The Qualifications and Curriculum Development Agency of the United Kingdom have developed a new framework

for recognizing and accrediting qualifications in England and Wales. The framework is at the heart of a major

reform of the vocational qualifications system designed to make the whole system simpler to understand and use

and more inclusive. The intention is to make both the system and the qualifications offered far more relevant to the

needs of employers and more flexible and accessible for learners.

Table 2 below illustrates the main components of the framework representing level, credit and size of qualification.

Table 2

Each unit and qualification in the framework will have a credit value (one credit represents 10 hours, showing how

much time it takes to complete) and a level between Entry level and level 8 (showing how difficult it is).

There are three sizes of qualifications in the QCF:

Awards (1 to 12 credits)

Certificates (13 to 36 credits)

Diplomas (37 credits or more).

So in the new framework you can have an award at level 1 or an award at level 8. This is because the qualification

type 'award, certificate, diploma' represents the size of a qualification, not how difficult it is.

Each qualification title contains the following:

the level of the qualification (from Entry level at the bottom to level 8 at the top)

the size of qualification (award/certificate/diploma)

details indicating the content of the qualification.

Summary: For vocational and assessment and evaluation a comprehensive model of quality control has been

established through the development of NVQs. It is an integral component of the qualification design which in turn

is linked to the NQF and it’s complementary credit Qualification and Credit Framework.

12 Reproduced from the Qualification and Curriculum Authority website






(3) Important Aspects of Assessment Identified

The validation of learning outcomes is acquiring more and more value to modernising both education and

vocational training systems, becoming a bridge between formal, non-formal and informal learning recognition.

Results defined in terms of knowledge, skills and competences.”

KNOWLEDGE

SKILLS

COMPETENCES

The assimilation of information through learning…

The ability to apply knowledge and use know‐how to complete task and solve problems…

The ability to use knowledge, skills and personal, social and/or methodological abilities…






(3.1) What do LO concern? What do LO describe? - Understanding by EQF Predict partners

Austria The concept of LO is since a long common in the system of apprenticeship training. The

focus has always been on the results of the learning during the training period on the one

hand in the company on the other hand in the part school for apprentices. The orientation

to LO is manifested in the final exam in which the learners have to prove there vocational

and technical skills and competences. The theoretical part can be testified by the success

full completion of the part time school for apprentices.

In the full-time school based VET-System which exists beside the apprenticeship system a

so call competence approach has been implemented in most field to optimize learning and

improve documentation of learning contents. All full time school based VET learning

outcomes are validated by ongoing assessments, yearly records and a final exam in front of

a board.

France Generally in the official translation, the term “LO” is translated in French by “résultats

d’apprentissage, résultats de formation, acquis” according to the text concerned.

In the French policies, LO concern non formal, informal and formal learning and the

descriptions of the LO are made in the same way whatever the type of learning is.

In practice, stakeholder use two different approaches:

A – LO = training results

In this case, especially when trainers or teachers are involved, the LO can be considered

as input. They are expressed in terms of training programmes, training content...

B - LO = assessment results.

In this case, LO are expressed in terms of type of element assessed: knowledge, skills,

competencies...

Germany In Germany, the understanding of the term learning outcomes is rather the official certificate

of a learning measure rather than the competence itself.

Greece The Committee for the National Qualifications Framework in Greece accepts as base texts

the following :

Recommendation of the European Parliament and of the Council of 23rd April

2008 on the establishment of the European Qualifications Framework for lifelong

learning

The European Qualifications Framework for Life Long Learning

On the basis of the above, “learning outcomes” means statements of what a learner

knows, understands and is able to do on completion of a learning process, which are

defined in terms of knowledge, skills and competence.

In Greek policies, learning outcomes relate to the development of knowledge,

competence and specific skills, such as communication, functional mathematics,

teamwork, decision-making or managing resources.

Italy In Italy, the approach for developing the LO, has a high level of understanding.






Until now the different Educational and Vocational Training Systems used different

approaches to define national standard of qualifications.

Since 2006 a common approach has been set up by the Ministry of Labour according with

the Ministry of Education and regional bodies to develop the National Qualification System

within the National Table (Committee).

Several sub-systems have to be distinguished:

A – in the Education, LO have not yet formally adopted

B – in the Academic Higher Education the descriptors developed in the Bologna

process are formally adopted

C – in the non academic HE (IFTS), the LO approach is fully adopted. In this

subsystem, there is a national standard system based on competences since 2000.

Moreover, after the Decree of 25 January 2008, the National Committee on IFTS agreed to

update the standards to make them more coherent with the learning outcomes approach.

D – in VET, regional bodies launched an updating of the qualifications system adopting

the LO approach.

Romania Romanian concept of “Learning outcomes” was taken from the definitions included

in the EQF Recommendation and includes the components of “knowledge”, “skills”

and “competence” as they are described in the document.

According to the Methodology of achieving the National Qualification Framework for Higher

Education made by ACPART, Learning outcomes means statements of what a learner

knows, understands and is able to do on completion of a learning process, which are

defined in terms of knowledge, skills and competence.






Spain Officially in Spain LO concerns to a group of knowledge, skills and/or competences a

person has obtained and is able to demonstrate at the end of a formal or non formal

training process.1 The Qualifications National Catalog describe al qualifications in terms of

Learning Outcomes, which are described inside a structure called Professional

Competences. Professional Competences is a group of knowledge, skills that allow the

professional activity accordingly with production and employment demands(Law LOCFP

5/2002 Article. 7.3). Professional Competence is the capacity of a person to apply

correctly the learning results obtained in a certain context ( education, work environment or

profesional and personal development).Note: The competence is not limited to cognitive

elements ( teories usage, concept or tacit knowledge). It comprises also functional aspects

( technical capacities), interpersonal qualities ( social, organizatives) and ethic values as

well.2

The learning outcomes/ Competences listed and describe at each qualification is able to be

later on to be Assessed, Evaluated and Accreditated by the Accreditation System.

1 cedefop 2004, Terminology of European education and training policy pg 120 2 cedefop 2004, Terminology of European education and training policy pg 48

UK Learning outcomes are an essential ingredient in the formation of untis within the UK

Qualification credit based framework.

Learning Outcomes are a mandatory element of unit specification and are required to set

out what a learner is expected to know, understand or be able to do. Learning outcomes

must be clear and must be capable of assessment.

(3.2) How are LO described?/ Links with skills and competencies? - Understanding by EQF Predict partners:

Learning outcomes and competence approach

France Generally when the French stakeholders are involved in LO approach they refer to

“competencies”.

This concept of competencies is used to explain what is the framework of the qualification used in

the labour market (what kind of activities, functions and skills can be made by the qualification

owner).

Those competencies are the supports of the assessment (evaluation) and the objectives of

the training.

Germany Initial and further training programmes that lead officially recognised job profiles are defined in

terms of learning outcome in the official curricula. Recognition of informal competencies is still

underrepresented in Germany. New legal provision of job profiles includes the outcome formulation

in the form of knowledge, skills and competencies.

Official documents: Ausbildungsordnung, RLP, Fortbildungsprüfungsordnung

Greece In Greek policies, learning outcomes concern non formal, informal and formal learning.

As for skilled car mechatronics and ICT specialisations, the LO approach has not yet been applied.






However, a major initiative is the development of the National System for linking vocational

education and training with employment (ESSEEKA). This is intended to provide citizens with the

opportunity to certify their qualifications and vocational skills, regardless of the pathways they

followed to obtain them recognising learning outcomes separate from learning provision.

Italy In Italy, several sub-systems must be distinguished:

A – in the Education, LOs have not yet formally adopted, but specific learning objectives

described in terms of knowledge and abilities have been developed.

B – in the Academic Higher Education the descriptors developed in the Bologna process (Dublin

descriptors with reference to the models of the Tuning project) are formally adopted.

C – in the non academic HE (IFTS), the LO approach is fully adopted and expressed in terms

of competences related to an integration of knowledge and abilities

D – to integrate the different subsystems the Ministry of Labour set up a National Committee to

build a national qualifications system, adopting the LO approach, expressed in terms of

knowledge, skills and competences.

Source: ISFOL

Romania The learning outcomes are the set of knowledge, skills, attitudes and competences a person has acquired or is able to demonstrate upon completion of the learning process during a certain educational cycle. Romanian concept of LO includes the components of “knowledge”, “skills” and “competence” as they are described in the EQF Recommendation.

Academic HE the descriptors are formally adopted

(Bologna process)

non academic HE (IFTS)the LO approach is fully adopted and expressed

in terms of competences.

ED LOs are not yet formally adopted, but specific learning objectives described in terms of knowledge and abilities

have been developed

VETRegional bodies adopt the LO approach, expressed in terms of Knowledge Skills Competence,

but in different ways.

1

10

3

4

5

6

7

8

EQF






Spain

UK Within the UK educational system, learning outcomes are directly linked to assessment.

Assessment criteria should specify a standard that a learner is expected to meet to demonstrate

that the learning outcomes of a unit of education, or work place development, have been achieved.

Knowledge, skill and competence, as demonstrated by the learner, are common elements of the

assessment strategy. The assessment strategy including competence criteria are developed by

sector skills councils in conjunction with awarding bodies and the QCDA.

This multi agency approach balances the need for sector understanding, consistent

certification structures and consistent quality control.






(3.3) How is the concept of LEARNING OUTCOMES used in ASSESSMENT / VALIDATION / CERTIFICATION? -

Understanding by EQF Predict partners

From European documents emerges that learning outcomes certification involves two different processes:

learning outcomes ASSESSMENT

learning outcomes VALIDATION

ASSESSMENT / VALIDATION / CERTIFICATION are highly impacted by the understanding of learning outcomes

and by the subject of assessment. The term is mainly used referred to learning validation in formal and informal

contexts.

Austria Substantial elements

France Learning outcomes are the bases of training supply and the objectives or contents of

validation / certification processes.

Germany Learning outcomes are defined in the formal documentation (Ausbildungsordnung, RLP,

Fortbildungsprüfungsordnung), assessment and certification is conducted through

verification of learning outcomes.

Greece Concerning skilled car mechatronics and ICT specialisations, the learning outcomes

approach has not yet been adopted, although the National Committee of NQF accepts the

descriptors defining levels in the European Qualifications Framework.

Italy LOs, where they have been introduced, represent the reference point for both the design of

learning pathways (expected results) and for the certification of the results concretely

achieved by individuals.

Since 2006, this is the common reference adopted by the Ministry of labour to define the

national standards

Romania LOs, where they have been introduced, represent the reference point for both the design of

learning pathways (expected results) and for the certification of the results concretely

achieved by individuals.

Since 2006, this is the common reference adopted by the Ministry of labour to define the

national standards

Spain The Qualification System is describe in terms of Learning Outcomes which is the base

critera for the assessment/Evaluation/Validation/Certification process.

By July 2009 a new law structured and unified at national level the Procedure for

recognition, evaluation, accreditation and register of qualifications. An entire system for

Assessment, validation and Certification was legally described and is under implementation

in all regions. This is the process through a candidate demonstrate his/her competences

and obtain a Certification ( via Ministry of Labour ways) or a Title ( via Ministry of Education

ways). With the new law both documents are equivalent.

UK Assessment is he process by which evidence of candidate's attainment is evaluated

against assessment criteria, including marking schemes, to provide the evidence for an

award.

Certification






The official document issued by an awarding body to confirm the achievement of results in

an examination series. A certificate is unique and remains the property of the body and is

often protected by security features to guard against fraud.

3.4 Validation – what, when, why? - Understanding by EQF Predict partners

Austria Validation can be done after a formal training process mostly in Initial VET (I-VET) as well

as after an informal or non-formal learning process which is mostly done in C-VET. But both

types of learners have to pass the same certification process or the same kind of final exam

(see information above!)

France By validation, we speak about specific act giving value to LO according to a referentiel.

This validation can be done after a formal training process as well as after an informal or

non-formal learning process.

Object of validation: learning (in particular “competences”).

The process of validation of competences incorporates the process of assessment.

Germany The closest commonly used term in German would be that of Prüfung (validation,

assessment) includes the meanings of assessment of examinees, verification of

knowledge, skills, competencies.

Greece In situations of formal learning the validation process is applied.

The validation of non-formal and informal learning in Greece is still a promising issue,

but the legal framework to regulate procedures for validating qualifications acquired through

work experience or prior learning has not yet been completed.

Italy The concept of validation has recently entered the Italian system, but it is not currently

assumed as a national policy. The process of validation of competences incorporates the

process of assessment (“valutazione”, in Italian).

As to the validation of non-formal and informal learning, the Italian situation in this area

does not yet feature a formalised or institutionalised national validation

system. It is, however, characterised by a rich socio-institutional debate and by many

experiences acquired in regional or local contexts or in specific sectors or enterprise-level

situations or situations linked to specific user targets. The institutional actors involved in

these issues are:

at the national level (Ministry of Education, Ministry for Universities and Research

and Ministry of Labour and Social Security; social partners and employers’

representatives; and representatives of the Regions), operating in terms of a

general framework and approach;

and the regional or local level, which has dealt with the issue, and continues to do

so, both from the strategic point of view, by drawing up systems and models, and

from the technical and operational point of view, by promoting experiments and

concrete services for the validation of learning, wherever and however acquired.






A particularly important event on the road to a national system for the validation of learning

was the establishment, in April 2006, of the Technical Table promoted by the Ministry of

Labour and Social Security for the national standards system with particular reference to

the evaluation and value allocation of competences held and acquired in formal, non-formal

and informal learning contexts.

In addition reference should be made to the recent Law laying down general provisions on

LLL which aims to define and validate non-formal and informal learning.

This work, which is still on-going, will make it possible to address as yet unresolved

questions such as:

- The definition of validation criteria and procedures, i.e. to establish when validation needs

to be applied to assign a value and spendability to “mixed” learning experiences or those

developed in different places and contexts, and especially in the sphere of school/work

alternation, apprenticeships, or lifelong learning;

- The clear and unambiguous definition of the institutional procedure to be followed to bring

the citizen’s Libretto Formativo (Training Booklet) fully into operation and ensure that the

registration of competences acquired in non-formal and informal contexts, acquires an

institutional value through specific validation arrangements. The introduction of the Libretto,

as a tool conceived to record and document citizens’ competences, no matter how they are

formed, and at the same time encourage the recognition of formal, non-formal and informal

learning credits, was originally envisaged by Law 30/20031 and implemented through an

Interministerial Decree in 2005. The Libretto is currently being piloted in a number of

Regions through an agreed process and methodology;

- The provision of a common framework of reference for the many experiences and policies

on the issue activated in recent years at the local level and more specifically by Regional

Governments.

The Italian regions and provincial and municipal administrations have adopted

various initiatives and specific actions to encourage and develop lifelong learning by

citizens and assign a value to competences, no matter how and where acquired.

Romania The concept of validation of LO is defined in the Law of the National Education as folows:

the validation of LO is the process confirming that the LO achieved by a person assessed

and certified, correspond to specific requirements for a unit or a qualification;

The same document stipulates the folowing:

(1) Validation of non-formal and informal learning has the same effects as all other ways of

assessment and certification of knowledge and competences.

(2) Validation, recognition and transfer of non-formal and informal learning outcomes are

based on a common methodology developed by the Ministry of Education, Research and

Innovation and by the Ministry of Labour, Family and Social Protection.

(3) Methods of certification, qualifications and competences for which validation and

recognition of non-formal and informal learning outcomes may be performed to enable

access to education and training, including through the national education system, are

specified by the methodology developed by the Ministry of Education, Research and






Innovation in cooperation, as appropriate, with the Ministry of Labour, Family and Social

Protection and approved by ministerial order.

(4) Validated non-formal and informal learning outcomes are recognised and transferred to

enable access to initial and continuing training programmes organised by accredited

education and training providers or to employment.

Spain In Spain Validation refers to Competences Recognition which is an entire process that

comprises: Previous Assessment, Evaluation,Accreditation and Registration. This system is

structured to recognize knowledge & skills obtained via any learning way: formal learning,

non formal learning, work experience. The reference for this system is the National

Qualification Catalogue which describes all qualifications in terms of Competences.

UK Validation and qualification are often regarded as interchangeable terms. Strict quality

control is the defining feature of validation. As mentioned previously validation of units

leading to qualifications is conducted by multiple agencies co operating with each other and

employers to ensure content relevance and quality.

3.5 Competent bodies

One of the last of the key-concepts taken into consideration is the one of competent body. There seem to be lots

of differences at European level. It was found that qualifications may be awarded by public bodies (as seems to be

in most cases) and by competent private bodies (accredited by national institutions). In fact, as we have seen, the

European definition of qualification does not specify what should be the legal nature of the competent awarding

body. The first qualifications include titles, certified diplomas awarded by a Member State body appointed by the

specific laws of each country. The second include variously named certificates awarded by competent private

bodies. The competent bodies is involved in the various processes concerning qualifications, identification,

approval, assessment and validation are numerous according to national systems.

Understanding by EQF Predict partners

Austria Qualifications are awarded by public bodies or by the chambers which are based on public

law. For the apprenticeship the Federal Ministry of Economic affairs is the relevant

institutions on the state level. For the full time school based VET it is the Federal Ministry of

Education.

France Qualifications may be awarded by public bodies or by competent private bodies

(accredited by national institutions).

Some qualifications include titles, certified diplomas awarded by a Member State body

appointed by the specific laws.

The second include variously named certificates awarded by competent private bodies.

The competent bodies involved in the various processes concerning qualifications,

identification, approval, assessment and validation are numerous.

Germany Competent body awarding qualifications

Qualifications are awarded by public or competent private bodies. The vast majority of






awards are issued by industrial and trades chambers.

Greece In Greece, qualifications (certificates, diplomas, degrees, titles) are awarded only by public

bodies.

As far as VET qualifications are concerned, they are mainly awarded by OEEK

(Organisation for Vocational Education & Training) and other Ministries such as: Ministry of

Labour, Ministry of Economy, Competitiveness and Marine, Ministry of Agriculture, Ministry

of Health etc.

Especially for formal education and training in Greece, OEEK

has the authorization to regulate the professional rights of the diploma holders of

secondary vocational education and post-secondary vocational training

has an Equivalence Committee that grants degree equivalences up to the level of

secondary vocational education and post-secondary vocational training to those

who come to work in Greece, or to Greek citizens holding a former-type degree of

the same level.

and for non – formal and informal education and training in Greece, OEEK is

responsible for the certification of the institutions which certify computer skills (e.g.

ECDL)

Italy After the approval of the Constitutional Law 3/2001 is that the State retains exclusive

jurisdiction only over the “general regulations on education”, including vocational education

and technical education, as well as the right to determine the "minimum levels of services",

i.e. the minimum common requisites with which the regional systems (included the

vocational training ones) must comply, and to maintain relationships with the European

Union. The Regional Authorities, due to their exclusive jurisdiction, can now legislate

independently on vocational training and not on the basis of principles defined by the

central government. The three Trilateral Agreements signed in the 1990s (1993, 1996 and

1998) especially highlight the relevance of co-ordination in vocational training, and in

employment policies in general; this co-ordination is considered as a basic instrument for

the programming and definition of strategies for action. All the main legislation issued in

1990s originates from these agreements.

See table 1 for further explanation.

Romania Public bodies:

Ministry of Education, Research and Innovation - MERI has the responsibility for

developing and implementing the educational policy of the government. MERI and the

Ministry of Labour, Family and Social Protection are the bodies responsible for

assessment and certification of education.

The Ministry of Labour, Family and Social Protection – MLFSP develops draft legal

provisions, methodological norms, and regulations in the field of professional training and

controls how continuing vocational training and work-based apprenticeship are organised

and delivered. The draft legal provisions developed by the MLFSP are endorsed by the

National Adult Training Board - NATB. Sectoral Committees participate – for their

sector of activity – to the development of the legal framework on training, assessment and

certification of competences






The Ministry of Labour, Family and Social Protection is directly involved in coordinating

the Classification of Occupations in Romania – COR.

The National Adult Training Board - NATB is the authority responsible for the

accreditation of centres for assessment and certification of professional competence

acquired other that by formal pathways. NATB has also the role of the National

Authority for Qualifications. This authority refers only to professional qualifications

below Higher Education level, which means that CVT (Continuing vocational

education and training) is managed by NATB, which also deals with IVET organised

in non-formal or informal contexts.

There are also employers which may be unauthorised by NATB and provide training

programmes for their own employees finalised with a graduation certificate which is

recognised only within the respective organisation.

The National Agency for Qualifications in Higher Education and Partnership with the

Economic and Social Environment is the national authority to establish the National

Framework for Qualifications in Higher Education.

National Centre for TVET Development - NCTVETD, subordinated to Ministry of

Education, Research and Innovation , is the body that develops and validates the

vocational training standards for pre-university qualifications provided by the

technical and vocational education system

Romanian Agency for Quality Assurance in Pre-university Education- ARACIP is

responsible for the external evaluation of the quality of education provided by pre-university

education institutions and by other education providers, as well as for the authorisation,

accreditation and regular evaluation of pre-university education institutions.

National Agency for Quality Assurance in Higher Education – ARACIS whose mission

is to perform external evaluation of the quality of education provided by higher education

institutions and by other providers of initial and continuing education and training

programmes specific to higher education.

Spain Qualifications may be awarded by public bodies or by competent private bodies

(accredited by national institutions). Both must be regulatedin some way by the public

bodies Ministry of Labour or Ministry of Education. As far VET all bodies must currently

base their Qualification Programs to The National qualification Catalog ( many are under

updating processes).

The spinal cord of the Qualification System ( NQF) in Spain is the National

Qualification Catalog which is managed and upated by a National Body named:

National Qualification Institute ( INCUAL). National Qualification Catalog has been

built based on EQF criteria and comprise at the moment 731 Qualifications.

UK Bodies who are deemed competent to provide qualifications include Awarding Bodies,

Universities and Professional Associations such as Chartered Institutions. Recent

innovations within the qualification and credit framework have introduced employer

schemes into the process. QCA approved programmes run by employers, can be formally

recognised and nationally accredited.






Table: Competent bodies in Italy

Qualification development process / Compentent Body

VET VET/HE (IFTS) Apprenticeship / Alternance

Building the qualification goals

Ministry of Education, University and Research (concerning qualifications delivered by Vocational

Secondary Schools)

Local Authorities (concerning qualifications delivered by Regions – I and II level Qualification)

The main authorities in charge are:

- the National IFTS Committee composed by the Ministry of

Education, University and Research the Ministry of

Labour, Regional Authorities and the Social Partners and the

IFTS Sector Committees (composed of trained experts

from the Ministry of Education, University and Research, the Ministry of Labour, Regions,

the National Association of the Italian Municipalities, the Italian

Provinces Union, Social Partners) that entrusted

Regions. Qualifications are delivered by Regions

Ministry of Labour Local Authorities Social Partners

Content of occupational standards


Secondary Schools)

Local Authorities (concerning qualifications delivered by Regions – I and II level

Qualification)

The National IFTS Committee and the IFTS Sector

Committees

Ministry of Labour Local Authorities Social Partners

Training programme


Secondary Schools)


Qualification) through Training centres

The National IFTS Committee and

the IFTS Sector Committees through Training centres

Ministry of Labour Local Authorities Social Partners through training

centres

Assessment procedures


Secondary Schools)






centres

Content of Learning Outcomes


Secondary Schools)






centres

Content of the component of the assessment


Secondary Schools)






centres

Duration of the training


Secondary Schools)

Local Authorities United Conference State-Regions (concerning qualifications delivered by Regions – I and II

level Qualification)



Ministry of Labour






(4) First Ideas of an Optimum Model of Assessment

1 – If assessment aims at certify knowledge and skills, the qualification / certification has to be work related,

competence-based, and we can use a frame which comes from a previous project (professionnalisation durable)

2 – This frame takes into account formal, non formal , informal acquired skills and knowledge

3 – Another advantage of this frame is that certification objectives (the groups of skills + competences to be

assessed to prove one can practise a job) are defined before the course content which is a consequence of the

future assessment strictly linked to the job.

4 – The certification procedures take into account training and / on experience and have to precise the

responsibility and the authority of the assessors / verifiers / certifying authorities

1

2

2 3

4






(5) Principles of proper EQF assignment

Preliminary Remark:

These principles concern work within Workpackages 3 – 5. They have been used as a basis of the discussion

about the development of optimum models as well as basic guidelines for interviews with stakeholders. Since the

specific optimum model of the workpackage at hand should be considered against the background of these

principles, they are included in the report at hand, too, although this report deals with the specific work within this

workpackage and the principles have been also described at another place.13

Developed within the project EQF Predict in order to demonstrate how educational elements in various European

countries could be best adapted to the needs of appropriate EQF use, then presented to an audience of

stakeholders who were asked to confront it with their experience in national/sectoral educational debates and their

ideas how EQF implementation/reference could be established/continued in various countries, the sequence of

optimum models of EQF assignment was elaborated on the basis of a comparison of partially strongly differing

approaches to prepare, carry out, and assess (vocational) education, according to national/sectoral traditions of

various origin. For this purpose, contributions of project partners were collected which delivered necessary

information about the situation in the partner countries, but also some studies dealing with the above mentioned

key educational elements were evaluated.

The objective of this work was to create optimum models for the EQF assignment of key educational elements,

using the experience of various countries/sectors with establishing and maintaining educational systems before

the introduction of the EQF, but also in the course of the EQF debates.

The following assumptions were made on the basis of the review:

There is no undoubtable, single way to reference national/sectoral educational systems to the EQF.

This delivers space for various understandings, often following the specific interests of stakeholders.

This is not a good starting point for the development of “zones of mutual trust”; it is therefore important to

get to a common understanding of issues crucial for EQF assignment which exceeds the very generic

level of assigning qualifications to EQF levels.

This could be achieved by an agreement on principles of assigning educational key elements to the

EQF.

These principles, referring to the above mentioned sequence of optimum models, shall be described in the

following. The results of interviews carried out with stakeholders are considered, as well as the results of pilots

carried out to practically test the approaches presented in the sequence of optimum models.

Principle 1: Interrelations between different key education elements and the consequences resulting from these

interrelations when assigning one of them to the EQF

There are three key educational elements which are considered crucial for EQF assignment:

Occupational profiles

Curricula

Assessment and quality assurance procedures

It is obvious that these elements should not be dealt with separately; they are closely related to each other.

13 Within Deliverable 88






Therefore the first requirement of proper EQF assignment is to provide for accordance of these elements with

regard to EQF reference. It makes no sense if one element is adapted to the EQF without reflection about the

consequences for other elements which are linked to it:

Curricula intended to lead to a qualification should agree with the occupational profile which describes

the profession which the qualification refers to.

Assessment and quality assurance measures refer to performance and results of training and education.

It is therefore self-evident that their features have to mirror the EQF orientation of curricula and

occupational profiles.14

We should be aware that the stated interrelations actually exclude to set up optimum models for occupational

profiles, qualifications, and assessment procedures separately from each other: There should be one optimum

model that integrates all specifications for the mentioned three areas. Against this background, it would be more

than unwise to go too much into details; this would be more or less the same as to suggest the replacement of a

total national educational systems by an ideal one.

From this point of view, the procedure to present the optimum models is especially justified: It starts from general

principles reflecting the overall linkage of the three areas, and it proceeds to area-specific recommendations that

should be seen in the light of the general ones.

Principle 2: A holistic view on the work process as the starting point for EQF application

This common EQF orientation of educational key elements is based on a common objective which has existed

long ago before the EQF was invented: Training and education is no end in itself, but serve goals of the individuals

which, as a rule, are situated beyond learning. Occupational profiles reflect that it is work for which learning

processes shall enable, but there are, of course, other issues which play a role in this context: scientific interests,

citizenship, ethical questions, and all issues which can be considered moments of individual development.

These “soft” objectives are sometimes understood to contradict to fitness for the labour market as a goal of

training and education, but this is not necessarily the case: Within work, individual development is not excluded,

but takes place, taking in account ethical issues and citizenship’s requirements, and might even refer to science

which is also a kind of work.

A holistic view on the work process should therefore be the starting point for designing educational key elements

and determining the reference to the EQF. This should not be understood as a plea for some overall approach

which does not clearly determine what in detail is considered; it should deliver a systematic view on the work

process as a set of actions carried out by individuals in a context structured according to the expected results of

work. This includes and does not prevent a functional view on work, and at the same it prevents a “freezing” of

partial work processes from which sets of learning outcomes are derived that have to be replaced at short notice

due to technical progress: According to the function of partial work processes in relationship to the goals of work

they will be not described in an empirical, but conceptual way.

It is obvious that national educational systems do not value all these aspects of training and education to the same

degree, this was also confirmed by the results of the interviews with stakeholders. However, it makes sense to

demand that proper EQF assignment should keep the perspective of considering the mentioned aspects under the

umbrella of an integrative concept; this does commit nobody, but it prevents a-priori-reductions.

14 For example, it makes no sense if a curriculum shall provide for learning outcomes described in terms of abilities, and assessment only checks knowledge.






Principle 3: Determining learning outcomes in a holistic way vs. fragmentation through learning outcome

orientation

Learning outcomes have from the very beginning of EQF implementation been considered crucial: If national

educational systems shall be judged which differ considerably in terms of organisation, structure, and generally in

the way how they deal with educational content, learning outcomes deliver the only criterion which makes systems

comparable. This pragmatic issue, however, should not disguise that since years there has been a strong

tendency to learning outcome orientation of educational key elements intrinsically motivated by needs of various

national educational systems, EQF implementation has only strengthened this trend, not originally caused it.

The reason for this is certainly the growing request to make educational systems fit to agree to the needs of the

labour market, and it is not a secret that the specific position of the demand side has influenced the way how

requests were formulated, and how this – at least to a certain extent – has been mirrored in design and use of

educational key elements. Following the argumentation above, there is no need to reduce work processes to lists

of separately taking place operations, and the abilities to carry out work processes should analogously not be

understood as learning outcomes to be introduced into occupational profiles, curricula, and assessment/quality

assurance procedures without reflection on their systematic coherence.

In order to avoid fragmentation of learning outcomes (which in some educational contexts already has become a

reality), and at the same time to make sure that changing requirements coming from outside educational systems

can always smoothly be considered, it should therefore be reflected how learning outcomes can be described in a

way which brings the available anchoring points of the EQF – knowledge, skills, and competence – in a systematic

order which overcomes all ambiguities and delivers guarantees for the sustainability of occupational profiles,

curricula, assessment and quality assurance measures without the necessity to change these elements totally

according to changes in the (mostly technically defined) state of the art: Learning outcomes should encompass the

ability to adapt work processes to these changes.

This exceeds the mere appeal to leave input orientation of educational key elements in favour of learning outcome

orientation. It is demanded that learning outcomes are determined in a holistic way, according to the model which

is suggested for the understanding of the work process.

Principle 4: Developing trust in learning outcomes achieved outside the institutional context of certifying bodies

Following the first debates about the EQF, this framework was not planned to be an instrument of educational

reform, but a translation machine which shall allow stakeholders all over Europe to judge properly (and to measure

against the own background) what learning outcomes have been achieved by learners coming from abroad. It was

explicitly said that the introduction of the EQF would not touch the autonomy of member states to determine

themselves how their educational systems should look like.

This is only true in a formal sense. There was, of course, no EU directive to which national law had to be adapted

as this is the case in other fields of policy. The introduction of the EQF, however, caused reaction in national fields

which already becomes visible by the establishment resp. update of national frameworks related to the EQF and

the debates which are connected to these processes: It can be easily grasped that this sometimes leads to a

renewal of or even to a launch of reform discussions, especially there where the EQF discussion makes visible

that there are some gaps in the own system. The results of interviews with stakeholders confirm empirically that

there is a relationship between the introduction of the EQF and reform debates; they show clearly that the degree

of interest in debates of this kind differs from country to country according to reform necessities

Among others, this concerns the topics recognition of prior, non-formal, and informal learning. Mechanisms to

assess these learning results exist, but in many countries they are not very popular, at least as far this concerns






bodies currently responsible for certification. Ways have to be shown how trust in learning results can be ensured

that have not been achieved in the institutional context of certifying bodies; this has to be reflected when the EQF

assignment of educational key elements is discussed.

.Principle 5: The role of stakeholders and their specific interests and positions

There is a common understanding that the involvement of stakeholders into the process of setting up and

maintaining educational systems has a positive influence on the quality of training and education. Success stories,

mostly dealing with the common activities of social partners, are sometimes considered to be useable as models

which can be easily transferred to countries where comparable structures of collaboration in the field do not (yet)

exist.

In this context, it should not be forgotten that success is always dependent on the specific content of the

agreement which can be achieved among stakeholders, and that it cannot be taken for granted that this always fits

to 100% the needs of all involved parties: Not only social partners (organisations of entrepreneurs and trade

unions), but also individuals and single enterprises as well as public and private educational bodies can claim

interests, and it is not clear from the very beginning that the result of negotiations between politically acting

stakeholders will cover all needs: This works only if the basic common understanding can be achieved that, at

least in the long run, the needs of all interested parties are covered if the interests of individuals - to be flexible to

fulfil the requirements of various work places - , and the interests of enterprises - to get a workforce able to match

their specific requirements as soon as possible – are integrated into an overarching model as it was suggested

above.

This might be difficult if there is no rough idea how this “focal point” of common interest (as “profession” in central

Europe) could look like. But even if there is some tradition of common understanding, the involvement of

stakeholders always leads to some political comprise which is certainly not oriented to conceptual reflections, but

to protection or extension of an acquired position. As results of interviews suggest, this does not only concern

stakeholders representing different societal areas, but also those who come from different educational

subsystems.

This attitude, of course, is not only typical for the behaviour of stakeholders within a national environment, it

influences also their relationships to stakeholders abroad, in particular during the currently taking place

NQF/SQF/EQF debates. There should be found ways how can be made sure that this kind of thinking does not

threaten the whole EQF implementation process. Suggestions to deal properly with this issue will be made in the

chapter General Recommendations following the chapters describing optimum ways to assign occupational

standards, qualifications, and assessment procedures to the EQF.

(5) The Optimum Model of EQF-Assigned Assessment

Assessment rules are traditionally closely linked to curricula, this sometimes gives the impression that they belong

necessarily together. In most cases, this was even not true for the past: Regulations for the performance of

examinations (the traditional ways of assessment) have always been formulated independently from curricula.

Today’s EQF requirements imply even a still stronger emphasis on this separation: The shift to learning outcomes

opens doors for the acknowledgement of learning results which have been achieved via non-formal and informal

learning that has not been structured in a way which is comparable with curricula.






Assessment delivers the basis for certificates which entitle individuals to work at a specific work position or at least

make it appear reasonable. Thus assessment is the interface between the world of work and the world of

education and training, marking a delicate position between stakeholders with sometimes considerably differing

background. Mutual trust of these stakeholders is not as self-evident as it might seem according to experiences

with some national traditions of collaboration; and it is certainly a big challenge to achieve a comparable common

understanding among stakeholders all over Europe. The more it is important to reflect the essentials of

assessment procedures which shall meet the requirements of trans-nationally acknowledged measures:

Essentials of assessment procedures

Descriptions of assessment rules have to specify the learning outcomes to be achieved (which are

derived from work processes).

The way how individuals have to prove that they possess the abilities to be achieved should be oriented

to their specific character and demonstrate, as far as possible, the application of these abilities. There

are certainly limitations for procedures of this kind: A simulation of a real world scenario will not very

often be possible, and if we consider the three columns of EQF descriptors, we can easily discover that

knowledge can be controlled without big efforts, it becomes more difficult with skills (which normally

requires a work environment), and it becomes even more challenging with competence. Nevertheless, it

should not given up from the very beginning to make assessment procedures more “reality-oriented” ; at

any rate assessment procedures should not “disappear” behind certification degrees, but be described in

certificates, thereby showing the value of assessment by the degree of “realism”. This creates

transparency, an indispensable condition of mutual trust.

Subdivision or separation of assessment measures should mirror the structure of work processes and

not primarily be oriented to bureaucratic or organisational issues. This should on the one hand provide

for enough flexibility to make the same learning outcomes usable for differing career paths if the same

partial work process appears as a part of different professions (or ensembles of professional activities) ,

on the other hand it should be ensured that these partial work processes are independent enough from

others that they allow for an assessment of overarching abilities.

Since in spite of all efforts to provide for transnational comparability of assessment procedures there will

always be a certain spectrum of differing understanding, it is important that a commitment of

stakeholders responsible for assessment in national and sectoral environments is achieved who will in

the future collaborate transnationally and by practice create zones of mutual trust.

Assessment procedures should, as far this is relevant, refer to European quality assurance standards as

defined by EQAVET and EQAR.

Elements ideally covered by assessment procedures

Following these reflections , descriptions of assessment procedures should cover the following issues:

Title and definition of assessment measure

Reference to work processes via occupational profiles or equivalent instruments

Learning outcomes derived from the requirements of work processes, described in terms of abilities

expressed by the EQF descriptors knowledge, skills and competences

Education and training pathways to which the assessment procedure(s) refer






Description of the way(s) how assessment is carried out

References to European quality assurance standards

Responsible bodies and their role in national/sectoral environments

(6) Questions Addressed to Stakeholders

The following questions, referring to the model described above, were used for interviews with stakeholders:

With reference to Essentials of Assessment Procedures

(1) How do you rate these aspects in terms of its relevance for EQF-adaptation?

(2) How would you describe the current approach in our education system in relation to the one proposed?

(3) What limitations and options do you see regarding their application in our education system?

With reference to Elements Ideally Covered by Assessment Procedures

(4) Do you agree with this?

(5) How do you see this in comparison with our education systems approach?

(6) What limitations and options do you see regarding its application in our education system?

These questions were supplemented by general interview questions:

(7) Do you consider all aspects necessary for proper EQF assignment as presented and described so far?

(8) Do you have any suggestions of how to improve the optimum model(s) outlined before?

(9) From your point of view, what are the main strength and weakness of the proposed model(s); what

benefits/drawbacks would such a model(s) bring to our education system?

(10) Based on the NQF implementation process in our country, which possibilities and limitations do you (still) see

to further address the aspects discussed in this optimum model for EQF adaptation of occupation profiles /

standards?

(11) Could the elements of the optimum model(s) be a contribution to resolve problems of EQF referencing? Do

you feel the optimum model could contribute to easing EQF referencing in our country?

Following the framework debates in your country/sector, which tie-ins do you discover for the discussion of the

issues raised by the above delivered descriptions of optimum models?






(7) Summary of the Interviews with Stakeholders

Preliminary Remark: The answers summarised in this chapter should show that the interviewed stakeholders

basically agreed with the presented optimum model. Therefore it did not appear necessary to set up a refined

model.

(7.1) Austria

Assessment: The optimum model for assessment is relevant for all kind of final exams in the Austrian VET-system

and in Higher Education too. They underline that the validity of certificates and results of exams has always had a

very high esteem in Austria. There is much work ongoing concerning job profiles and exams in the Austrian VET-

system. The current approaches in the Austrian VET-System try to follow the recommendation of 2008 and of

European projects on this topic.

Outcomes oriented education and training in Austria: The Austrian VET-system as well as the university system

has always worked “outcomes oriented” (“orientiert an Ergebnissen”) in a substantial meaning of the word. The

Austrian partners précised that Austria has one of the lowest unemployment rates in Europe as well as a relatively

high GDP per capita and relatively low poverty rates. The recent European „Structural indicators“ give sound

empirical evidence to these facts15. For these reasons, they have to state that the terminology of the EQF and

other European recommendations should be regarded as “translation tools” to improve the transparency and

comparability of the “qualification system” in cross-cultural or international communication primarily. Is this context,

there is room for improvement as not all learning outcomes are described in easily accessible way, especially in

cross-cultural or international communication. Levels of qualification and outcomes orientation have been

established since a long time within in Austria. The new task is to make them “transparent” internationally.

(7.2) Germany

Assessment: Importance of learning outcomes, the rules of the tests / the situations of assessment which should

mirror the work processes, The reference between occupational profiles and assessment as the profiles include

the object of assessment.

All interview partners agree with the notion that assessment should always be aimed at demonstrating the

competence to apply ones knowledge, skills and competence.

The assessment scenario should be as real as possible. The interview partners also agree with the notion that

assessment measures should mirror the work and business processes. Assessment should always be based on

real requirements rather than the artificial examination of knowledge.

In Germany, there is the model of “Betrieblicher Auftrag” (company order) where assessment is conducted at the

example of a real-world company order which spans all relevant assessment criteria. The problem is that this

model has not achieved the broad impact it was hoped for. This is mostly due to the increased amount of work to

be invested by assessors (these type of exams normally span a timeframe of approx. 6 months).

The interview partners agree that this model is a good example of how examinees can demonstrate the entirety of

their professional abilities in a real world scenario.

There is also the model of extended assessment which takes place at two points in time of the apprenticeship,

normally after completion of the first half of the apprenticeship and at the end.

15 See: Statistik Austria, Statistisches Jahrbuch 2010, S. 517ff.






A clear reference between occupational profiles and assessment is of utmost importance as the profiles include

the object of assessment. For CVET which is regulated at national (or chamber) level, the profile of the profession

is actually the assessment act (Prüfungsverodnung). In these cases, the documents include all elements listed

except for the reference to European quality standards. This is also the case for assessment procedures for IVET

profiles which are included in the occupation profile. As of 2012, all profiles will bear a reference to the NQF level.

Quality assurance: The question of quality in assessment is felt to be an important one which has not sufficiently

been addresses in Germany. There are currently a number of initiatives to redress this problem.

(7.3) Greece

The stakeholders underlined EQF has not been designed as a tool for educational reform!

Importance of learning outcomes: Outcome assessment (knowledge, skills, abilities) should be in accordance with

the educational objectives, methods and contents. Content relevance can assure a link to the occupational profile.

Comparability of systems: Learning outcomes are not the sole criterion that makes those systems comparable.

Many fundamental elements of input such as the educators’ profile and level, the educational methods used

etc are now and they should remain the main criteria for the comparison between systems.

Assessment: Assessment and quality assurance measures refer to education and training outcomes. It is obvious

that their elements should reflect the orientation of curricula and occupational profiles in EQF. There are already

mechanisms of assessing learning outcomes, but as far as learning outcomes are concerned, there is not an

assessment system or a detailed description in Greece. The way in which individuals can prove that they have

gained the necessary knowledge, skills and abilities should be oriented towards exhibiting application through

assimilation of real conditions. Additionally, the division of assessment measures should be the structure of work

procedures instead of being oriented towards issues of bureaucracy or organization. As for stakeholders, there is

more conflict than agreement on assessment issues.

Quality assurance: Assessment procedures should refer to the European quality assurance standards as specified

in EQAVET and EQAR. With the new law for lifelong learning and the establishment of the National Organization

for the Certification of Qualifications there is a better framework for certification and quality assurance in all

assessment procedures.

Mutual trust: Trust in learning outcomes that have been achieved via informal or non-formal or alternative

pathways must be reinforced. In Greece there are not yet trustworthy and established mechanisms both socially

and scientifically.

Stakeholder: There is overall agreement that the collaboration of all stakeholders at every education and training

level is crucial. On the part of VET executives, some of the interviewed stakeholders expressed certain

reservations namely that the participation of stakeholders should be limited to the description of work requirements,

the formation of occupational profiles and partly the certification of learning outcomes at a practical level (skill

certification) and not the rest of processes (development and implementation of curricula).

Conclusion: The implementation of the principles proposed in the “optimum models” could be greatly an

opportunity for the development of a system based on and operating upon the principles of EQF in Greece.

(7.4) France

When presenting the “optimum models” elaborated in Predict project, the stakeholders’ reactions quickly

overpassed the topics because :






1. The referencing to the EQF is now finished in France, so the questionnaire appeared late

2. The French system has been considered fully compatible with the EQF

For the assessment subject (WP5), it was underlined that

1. The assessment process/procedures is/are defined for each diploma in the NQF, even though the

learning outcomes as bases of the assessment appear crucial for the comparability of the systems in the

EQF

2. EQF doesn’t recognize learning of an individual, so “assessment, evaluation, validation and

certification in a country” are not directly linked to the EQF, only through the NQF(s)

3. Assessment, evaluation, validation and certification can be shared as “good practises in the NQF(s)” with

the partners.

Thus, they proposed suggestions in order to try to develop a better understanding of existing concepts, so that the

level of trust between European partners can increase, and at the end improve the whole system.

Assessment (French Ministry of Education)

In France the VET assessment procedures are strictly defined and bordered in the diploma regulations

described in the referential of the diploma.

The validation procedures are focussing on the objectives of certification and are skills/competences

based. They are already taking into account the EQF descriptors.

For EACH DIPLOMA, the assessment procedures are validated by employers, employees and by the

State/ certifier.

The CNCP (Commission Nationale de la Certification Professionnelle) checks and registers the diploma

in the RNCP (national repertory) which corresponds to the French NQF.

All these process are compliant with European Quality assurance standards.

Suggestions form stakeholders

1 - Propositions should be presented to the European Commission to refine/work on the definitions of the

descriptors and levels, in order :

- to have a better understanding of the LO Knowledge/Skills/Competences ( sharing with

partners in other countries)

- to work together on / to precise qualification classifications and levels

- To better communicate about concepts and indicators which are understood differently by the

partners in different countries, though expressed with the same words.

2 - Extend/ better communicate on the use of the existing supports linked to qualification/ assessment,

especially Europass supports

3 - Develop links between EQF and other initiatives of the Commission (Europass, ECTS, ECVET) describing

qualification.

(7.5) Italy

Assessment procedures are considered by the Italian stakeholders (Veneto Region) as essential in the EQF

building process. The traditional organization of the vocational training, based on training inputs, should be






reconsidered with respect to learning outcomes. Recognition of learning outcomes requires specific assessment

procedures for formal, non formal and informal learning. This new approach also needs an adaptation of the

training centres, regarding the training and the assessment as well. The effort of all the stakeholders will highlight

the transparency and the comparability of the curricula, assessments and qualifications/certifications; it will

facilitate the mobility and the employability. This effort should be supported with a specific financing due to the

additional costs linked to the implementation of the new procedures for training, assessment and certification. This

financial support will enable a sustainable evolution of the practices, in accordance with the future EQF and

ECVET process.

Conclusion: Currently, a growing debate is developing about the importance of assessment in transnational

mobility experiences It’s crucial to build mutual trust on assessment made abroad. The comparability of

assessment procedures in different countries is emerging as an extremely relevant topic to be discussed.

(7.6) Spain

Assessment model: Spanish partners totally agrees with the optimum model: assessment procedures, their

reference to the work process, the importance of the Learning Outcomes, the way to carry out assessment and the

reference to European quality standards.

‐ They regard them as “relevant, consonant and essential”

‐ As a limitation, they see implementation time and Curricula/Evaluation process according with changes on

the labour market

‐ They underline as a main strength the possibility of recognition of competences coming from non-formal

education, seeing 80 million workers in Europe have low formal qualification levels and Europe workforce are

comprised mostly by VET levels.

(7.7) Romania

The partner underlines that all the principles from the proposed optimum model are relevant for the adaptation to

the EQF, provide the orientation of the educational process to the labour market, but cannot be a valid general

model.

The optimum model for the adaptation of assessment procedures/processes: Assessment should reflect the

learning outcomes. The method of assessment should be known by students/trainees, to be followed with

consistency and transparency. The evaluation component must be continuous throughout the educational process

and a summative component. The issues mentioned are highly relevant for the correlation with the EQF. However,

too much emphasis is put on the assessment of knowledge, to the detriment of competence evaluation, as a

whole. At the pre-university education level, there is an attempt to provide an unitary evaluation nationwide, at the

end of the study cycles. The system inertia is an obstacle to a coherent evaluation system skill-oriented.

The learning outcomes: The Romanian stakeholders proposed to modify the order of the questions in the

interviews, so that Learning Outcomes come first, which underlines the importance they give to these descriptors.

They are seen as a link between the educational and occupational standards, as well as a greater flexibility and

adjustment to the current requirements. The direct correlation between the curricula and all these standards is

difficult. The link between them is by ”acquired skills / learning outcomes”, respectively “the skills required of an

occupation”. Therefore, it was suggested that the key educational elements have to be completed with another

element, respectively the acquired skills / learning outcomes.






Conclusion: The stakeholders identified the main barriers to implement the optimum model, and noted that the

treatment of the national education system through the European Qualification Framework is an opportunity to

achieve a sustainable system for the application of these principles.

The benefits of the optimal models described in the project could be for the national education system related to

the possibility of comparing results based on the same rules, the possibility of porting / transferring some results

and comparing them with others at the European level; creating an unitary system of evaluation ; computerization

cost-cuts.

It is important that the learning outcomes be properly described because they are the basis of evaluation and

implicitly of certification. The description of the learning outcomes of the model proposed in the project allows also

the evaluation for the recognition of learning in non-formal and informal system and the certification of the skills

acquired previously.

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