Quality Assurance in Lifelong Learning. Project Compendium by Fundacja Rozwoju Systemu Edukacji

Project Compendium

The QALLL Project Compendium complements two other main products of the QALLL thematic network: · the QALLLitative Report · the QALLL Recommendations

Published by: The European Thematic Network QALLL – Quality Assurance in LifeLong Learning www.qalll.eu

The QALLL project consortium is composed by: 15 European national agencies · OeAD-GmbH National Agency for Lifelong Learning, Austria (coordinator) · Agency for European Education Programmes VoG, Belgium · DZS, Academic Information Agency, Czech Republic · National Agency - Education for Europe at BIBB, Germany · CIMO, Centre for International Mobility, Finland · Léargas, The Exchange Bureau, Ireland · Research Liaison Office, University of Iceland, Iceland · ISFOL, National Agency for LLP - Leonardo da Vinci Sectoral Programme, Italy · ANEFORE a.s.b.l., National Agency for the Lifelong Learning Programme, Luxembourg · CINOP, National Agency for Lifelong Learning, Netherlands · SIU, Norwegian Centre for International Cooperation in Higher Education, Norway · Internationella Programkontoret, International Programme Office for Education and Training, Sweden · CMEPIUS, Center of the Republic of Slovenia for Mobility and European Educational and Training Programmes – CMEPIUS, Slovenia · SAAIC - Slovak Academic Association for International Cooperation, Slovakia · The Centre for European Union Education and Youth Programmes, Turkey and two silent partners: · frse – The Foundation for the Development of the Education System, Poland · The Education, Audiovisual and Culture Executive Agency (EACEA), Brussels

Project Compendium

Introduction

or several years the Lifelong Learning Programme (LLP) of the European

The 39 good practice projects presented in this compendium are sorted in

Commission has funded transnational projects in the fields of vocational

an alphabetical order. The project fact sheets give you a brief introduction

education and training (VET) and adult education (AE) in the programme

on what a project is about, introduce the main products of each project as

sectors Leonardo da Vinci and Grundtvig. Quite a number of these projects

well as facts of the project’s contribution to quality assurance. At the end

deal with the topic of quality assurance (QA), thereby delivering highly inter-

of each project fact sheet you can find contact details and the link to the

esting outcomes, results and products. The thematic network QALLL – Quality

official project website.

Assurance in LifeLong Learning with particular focus on vocational education and training and adult education seeks to better exploit the results of

Providing concise facts of QALLL good practise projects, the compendium

these projects and draw lessons and good practices from these experiences.

complements two other QALLL publications:

Implemented by a network of 15 National Agencies for Lifelong Learning,

The QALLLitative report, a comprehensive analysis of quality assurance in lifelong learning with a focus on VET and AE including case studies of QALLL good practice projects.

The QALLL Recommendations to the European Commission, National

QALLL aims at improving the quality and efficiency of education and training. Its main objective is to bring good QA practice into prominence and subsequently develop recommendations in relation to quality assurance.

Agencies, VET and AE organisations as well as project promoters for furThe project compendium at hand compiles 39 projects from the years

ther activities.

2003–2008 (project starting year) that have – in the frame of the QALLL project mapping and analysis – been identified as good practice in the field of quality assurance in vocational education and training and adult educa-

We hope that this publication will prove useful for you to learn from and dis-

tion and thus qualify for dissemination and transfer. The projects dealt with

seminate trends in the field of quality assurance in VET and adult education.

a wide range of themes and methodologies ranging from self-evaluation to accreditation and from quality management systems to quality assurance in special areas such as guidance.

The QALLL project team

Contents

Project Overview

01 ACT-NET – Active Citizen Training Network

good practice projects from all over

Europe

02 AVE-EXEMPLO – Assessment, Visibility and Exploitation of Non-/Informally Acquired Competencies of EXperienced EMPLOyees in Enterprises

03 BAEA – Becoming Adult Educators in the European Area

04 CM Pro Work – Competence Management in the Production Sector

05 DASVENT – Development of an Accreditation System for Veterinary Nurse Trainers in Europe

06 DELID – A Dialogue Approach to Developing E-Learning Courses

07 Development of a Validation Framework for Mentoring: Evaluating the Achievements of Disabled and Disadvantaged People

08 EGUIDE – Quality Assurance Framework for Guidance in Initial Training

09 E-MODE – Engage Trainers in Learning Modules and Material Creation

10 EMPOWER – European Melting Pot Wide Range Quality System

11 EQUABENCH – Benchmarking European Excellence

12 EQUAL – Evaluation and Quality Assurance in Adult Education

13 EQUASS – European Quality in Practice

14 europass+/Europass+

15 European Fundraising Accreditation and Training

16 EXPERO2EU – Expero in European Union: Focus on Mechatronic

17 Flexi-Path – Flexible Professionalisation Pathways for Adult Educators between the 6th and the 7th Level of QF

18 GEMS – Guidance for Educators, Mentors and Students

19 Guiding from School to Job – Professionalism in the Work with Young People at Risk of Social Exclusion / Guiding from School to Job

20 I2I – Internship to Industry

21 Improving the Quality of Guidance – AQOR (Améliorer la qualité de l´orientation)

22 MEVOC – Quality Manual for Educational and Vocational Counselling

23 Peer Review Extended

24 Peer Review Extended II

25 Peer Review in Initial VET

26 QUALC – Quality Assurance Network for Adult Learning Centres

27 QA in YCC – Quality Assurance in Youth Career Consultancy

28 Quality Management of Peer Production of eLearning

29 QUALIVET – Quality Development and Quality Assurance with Labour Market Reference

30 QUINORA – International Quality Assurance Programme in Vocational Orientation

31 QVETIS – Training in Quality

32 QWVET – Quality Workplace Training for Unemployed Young People

33 RECALL – Recognition of Quality in Lifelong Learning

100

34 Reflect OR – Reflective Practices for Professional Guidance Pratictioners

104

35 RESYFAC – Reference System for Facilitators of Learning

108

36 REVIMP – From Review to Improvement in European Vocational Education and Training

112

37 SEALLL – Self-Evaluation in Adult Life-Long Learning

114

38 TQP-EU – Transnational Quality Project – Quality Guidelines for Providers of Vocational Education and Training

116

39 Validating Mentoring 2

120

01 ACT-NET – Active Citizen Training Network

20 I2I – Internship to Industry

02 AVE-EXEMPLO – Assessment, Visibility and Exploitation of Non-/Informally Acquired Competencies of EXperienced EMPLOyees in Enterprises

21 Improving the Quality of Guidance – AQOR (Améliorer la qualité de l´orientation)

03 BAEA – Becoming Adult Educators in the European Area 04 CM Pro Work – Competence Management in the Production Sector 05 DASVENT – Development of an Accreditation System for Veterinary Nurse Trainers in Europe 06 DELID – A Dialogue Approach to Developing E-Learning Courses

22 MEVOC – Quality Manual for Educational and Vocational Counselling 23 Peer Review Extended 24 Peer Review Extended II 25 Peer Review in Initial VET 26 QUALC – Quality Assurance Network for Adult Learning Centres 27 QA in YCC – Quality Assurance in Youth Career Consultancy

07 Development of a Validation Framework for Mentoring: Evaluating the Achievements of Disabled and Disadvantaged People

28 Quality Management of Peer Production of eLearning

08 EGUIDE – Quality Assurance Framework for Guidance in Initial Training

29 QUALIVET – Quality Development and Quality Assurance with Labour Market Reference

09 E-MODE – Engage Trainers in Learning Modules and Material Creation

30 QUINORA – International Quality Assurance Programme in Vocational Orientation

10 EMPOWER – European Melting Pot Wide Range Quality System

31 QVETIS – Training in Quality: VET and Enterprises

11 EQUABENCH – Benchmarking European Excellence

32 QWVET – Quality Workplace Training for Unemployed Young People

12 EQUAL – Evaluation and Quality Assurance in Adult Education

33 RECALL – Recognition of Quality in Lifelong Learning

13 EQUASS – European Quality in Practice

34 Reflect OR – Reflective Practices for Professional Guidance Pratictioners

14 europass+ / Europass+ 15 European Fundraising Accreditation and Training 16 EXPERO2EU – Expero in European Union: Focus on Mechatronics 17 Flexi-Path – Flexible Professionalisation Pathways for Adult Educators between the 6th and the 7th Level of QF 18 GEMS – Guidance for Educators, Mentors and Students 19 Guiding from School to Job – Professionalism in the Work with Young People at Risk of Social Exclusion / Guiding from School to Job

35 RESYFAC – Reference System for Facilitators of Learning 36 REVIMP – From Review to Improvement in European Vocational Education and Training 37 SEALLL – Self-Evaluation in Adult Life-Long Learning 38 TQP-EU – Transnational Quality Project – Quality Guidelines for Providers of Vocational Education and Training 39 Validating Mentoring 2

Review

Evaluation

Implementation

EQAVET quality cycle

Planning

Certification of individuals

Accreditation of providers

External assessment

Methodologies and procedures

Self-assessment

Tools/Instruments

Criteria/Indicators

Project

Standards

Quality management systems

Review

Evaluation

Implementation

EQAVET quality cycle

Planning

Certification of individuals

Accreditation of providers

External assessment

Methodologies and procedures

Self-assessment

Tools/Instruments

Criteria/Indicators

Project

Quality management systems

Standards

Project Overview

ACT-Net

Active Citizen Training Network

Project Type and Number: 142207-LLP-1-2008-1-DE-GRUNDTVIG-GMP

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.act-eu.org

http://eacea.ec.europa.eu/ llp/grundtvig/documents/ Grundtvig_en_2008.pdf

system level, provider level, learning and teaching level (not primarily targeted but concerned)

social sector, civic sector

adult education, vocational training, learning in European projects and partnerships, European mobility actions, extracurricular school activities

REVEAL; Research and Evaluation Group for Validation, Evidencing and Assessment of Informal and Non-Formal Learning C/O; blinc eG Bertheaustr. 10, 37075 Göttingen, GERMANY

Dr. Tim Scholze

WHAT THE PROJECT IS ABOUT On the basis of a previous science practice project ACT-NET for the first time delivered a verified evaluation system for evidencing competences in informal learning contexts and transfered it to specific domains of informal learning. The ACT-NET developed the brands LEVEL5 (for the evaluation approach of individual or group competences in a process-orientated way and the easy-to-use web-based

E-Mail Tel/Fax

tscholze@reveal-eu.org +49 – 551 – 54 707 75

COUNTRY of the partner organisations DE, AT, ES, FR, BE, NL, PL, RO, SE

www.reveal-eu.org

MAIN PRODUCT 2 software that facilitates documentation and visualisation in a 3-dimensional cube model of learners’ competence developments) and REVEAL for a network of skilled evaluators and validated a series of micro-projects for disadvantaged learners, self-organised informal learning (e.g. in cultural organisations) and European projects.

Accreditation procedure

Accreditation and Validating Outcomes of Informal and Non-Formal Learning Projects The document „Accreditation and Validating Outcomes of Informal and Non-Formal Learning Projects“ describes how accreditation and validation in the framework of REVEAL according to the LEVEL5 approach is done together with the ACT-NET Quality Criteria Catalogue containing the quality criteria that should be applied when using this evaluation approach.

REVEAL offers two ways/levels of evaluation/accreditation: 1. Auto (self)-evaluation of learners’ competence developments with LEVEL5 (by using the LEVEL5 software, quality assurance by REVEAL evaluators; internal certification); 2. External evaluation by accredited REVEAL evaluators.

Target group: Project owners, experts in the field, REVEAL evaluators. MAIN PRODUCT 1

REVEAL – LEVEL5 Manual and Toolbox

The LEVEL5 Manual describes the entire standardised evaluation procedure aiming at measuring and evidencing the competence development of learners in informal and non-formal learning projects. LEVEL5 describes competence developments on the basis of learning outcomes. A standard assessment procedure of individual or group competences in a process-orientated way and a software for 3-D visualisation with a built-in certification instrument

are parts of the LEVEL5 assessment and evidencing system. A practice-oriented assessment toolbox (REVEAL Toolbox) is annexed to the Manual which is a compilation of assessment methods specifically feasible for informal and non-formal learning settings. For every method a short description, recommendations and instructions, examples and advantages as well as disadvantages of the method are prepared.

Target group: REVEAL partners and members, stakeholders from the field such as project owners on grass-root level, target groups that learn outside formal education contexts and their learning facilitators such as adult learning providers, care organisations, teachers, trainers, helpers, counsellors, assessors, evaluators.

RELEVANCE FOR QUALITY ASSURANCE Models and tools

Criteria/indicators/ benchmarks

The ACT-NET created as a first step 8 quality criteria that should be applied when using the evaluation approach (e.g. objectivity, validity, reliability, efficiency, etc.). The ACT-NET Quality Criteria Catalogue is included in the document “Accreditation procedure – Accreditation and Validating Outcomes of Informal and Non-Formal Learning Projects”.

Tools & instruments

The LEVEL5 Manual is a handbook that describes the entire standardised evaluation procedure aiming at measuring and evidencing the competence development of learners in informal and non-formal learning projects. A practice example (Exemplary project) is attached which is a very practical tool showing how one could fill the manual (as paper-based version of the LEVEL5-procedure) and the software (as web-based or stand-alone electronic version of LEVEL5). The practice-oriented REVEAL Evaluation Toolbox is a collection of assessment methods and materials specifically feasible for the evaluation of informal and non-formal learning settings with a short description, recommendations and instructions, examples and advantages as well as disadvantages for every method presented.

ACT-NET – Active Citizen Training Network

Methodologies and procedures

Self-assessment/ self-evaluation

ACT-NET – Active Citizen Training Network

One of the two ways/levels of evaluation/accreditation REVEAL offers is a self (auto, internal)-evaluation (like in EFQM) in which the project owners and experts in the field evaluate the learners’ competence developments with LEVEL5 (by using the LEVEL5 software, quality assurance by REVEAL evaluators; internal certification).The accreditation procedure is described in the document “Accreditation procedure – Accreditation and Validating Outcomes of Informal and Non-Formal Learning Projects”.

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER To European mobility sector, European projects.

RELATED PROJECTS External assessment/ external evaluation

One of the two ways/levels of evaluation/accreditation REVEAL offers is an external evalu ation carried out by accredited REVEAL evaluators in close cooperation with the project owners. The accreditation procedure is described in the document “Accreditation procedure – Accreditation and Validating Outcomes of Informal and Non-Formal Learning Projects”.

> ACT (Active Citizenship Training 2005–2008), which was

Accreditation

The document “Accreditation procedure – Accreditation and Validating Outcomes of Informal and Non-Formal Learning Projects“ describes how accreditation and validation in the framework of REVEAL according to the LEVEL5 approach is done. (Accreditation is meant as the formal procedure used to determine the competence for performing certain kinds of measurements by taking into account the set criteria (REVEAL evaluators)).

> VIP

Certification of individuals

The LEVEL5 assessment and evidencing system presented in detail in the REVEAL – LEVEL5 Manual consists of a standard assessment procedure of individual or group competences in a process-orientated way and a software for 3-D visualisation with a built-in certification instrument.

Support

Good practices

In the REVEAL – LEVEL5 Manual the real case example provides a thorough picture of the LEVEL5 procedure: shows what happened in the course of the learning project for migrant women and how their competences developed.

EQAVET quality cycle

Planning

The five-step procedure of the evaluation approach developed to evaluate specific informal learning offers includes a planning component as described in the LEVEL5 Manual.

Evaluation

The LEVEL5 Manual describes the evaluation approach which is based on a five-step cyclic procedure aiming at measuring and evidencing the competence development of learners in informal and non-formal learning projects.

funded by the European Commission in the framework of the SOCRATES programme under the Action 6.1-6.1.2 “Analysis and Innovation”. It was a research-practice project subtitled: “Measuring the Impact of Informal Learning on Active Citizenship”. www.act-eu.org (Validation of informal learning in European projects, 2010–2011) aimed at assessing and evidencing the impact of EU projects and actions in respect to collaborative learning within the partnerships (funded as 503107-2009-DE-GMP in the LLP (GRUNDTVIG)); www. vip-eu.org

> VILMA

(Validation of informal learning in mobility actions 2011–2012) has been designed to validate personal, social and organisational competences acquired in European mobility. The project has been funded as 510577-2010-DE-GMP in the LLP (GRUNDTVIG); www. vilma-eu.org

> VITA:

Validation of service-oriented skills and competences with an innovative IT-based assessment and evidencing system (2012–2013) has been funded as 519132-LLP-2011-DE-KA3-KA3MP in the LLP (KA3); www.vita-eu.org

AVE-EXEMPLO

Assessment, Visibility and Exploitation of Non-/Informally Acquired Competencies of EXperienced EMPLOyees in Enterprises Project Type and Number: LLP-LdV-TOI-2007-TR-051

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.f-bb.de/projekte/ internationalisierungder-berufsbildung/ internationalisierung-derberufsbildung/proinfo/ ave-exemplo.html

www.adam-europe. eu/adam/project/view. htm?prj=4888

system level not primarily but also connected; provider level

manufacturing, professional, scientific and technical activities

VET, AE, etc.

Turkish Employers‘ Association of Metal Industries Merkez Mah. Gecit Sok. No: 2, 34381 Şişli, Istanbul, TURKEY

Ismet SIPAHI

E-Mail Tel/Fax

egitim@mess.org.tr +90 – 212 – 2320104 (ext.224)

www.mess.org.tr/en

WHAT THE PROJECT IS ABOUT The main objective of the project was to exploit and implement the findings and products of the previous project (www.exemplo.de) about the recognition of non-formally acquired competencies into a new geographical context and to combine them with a new media approach.

COUNTRY of the partner organisations GR, DE, TR, CZ, RO

MAIN PRODUCT 2 Enterprises including SMEs and their experienced employees are the main target group of the project. HR & training staff, training consultants, social partners (employers’ associations and trade unions) are the other target group.

AveExemplo Toolkit in general and the tool Competence Card for Workplace

The project offers a set of 3 tools for assessment, validation and documentation of competences of employees in enterprises or of job applicants with the aim of evidencing their outcomes of non-formal and informal learning. All tools are based on the same scheme but they differ concerning the objectives of competence assessment procedures, the

methods used and the kind of competences to be assessed. The tools could be used either separately or integrated into a complete process of human resources development in companies, including summative and formative elements like assessment, validation, documentation and development of competences.

Target group: Employees in enterprises (SMEs), job applicants. Employers, seniors in company. MAIN PRODUCT 1

Ave Exemplo Handbook

How to develop an e-portfolio: A guide based on the informal and non-formal learning approach The project uses the digital e-portfolio approach to document and assess the informally learnt key skills of the employees, to support and valorise the self-managed learning process as well as to promote their career planning and development.The Handbook teaches the users how to use the e-portfolio portal of AveExemplo by introducing its

most important functionalities on an example e- portfolio. Beside this main content part the handbook contains information – as an introduction to the topic – about informal learning, about e-portfolio and the role of an e-portfolio advisor.

Target group: Enterprises (including SMEs). HR & training staff. Employees of the enterprises. Job applicants.

MAIN PRODUCT 3

AveExemplo Tool

Transparency of Competences This tool supports an assessment process that promotes and documents the transfer of results (skills acquired) of organised training (in-house or seminar-based) into practice at the workplace. The methods used are guidance in creating awareness of the transfer of newly acquired knowledge and skills to the workplace and combining self-evaluation

with evaluation by others. With this method learners and superiors in companies gain information on the impact of training courses related to the workplace. The process is focused on vocational activities independently from the form of learning, so a course will be recorded in the same manner as learning at work.

Target group: Training providers. Employees (seminar participants), seniors, HRD responsible from the enterprise.

AVE-EXEMPLO – Assessment, Visibility and Exploitation of Non-/Informally Acquired Competencies of EXperienced EMPLOyees in Enterprises

MAIN PRODUCT 4 EQAVET quality cycle 14

AveExemplo Tool

Planning

Recognising and recording progress and achievement (RAPRA) This tool is the most comprehensive AveExemplo instrument which includes elements of the other two tools, too. It is perfectly suited for in-house development of professional competences of companies’ staff. RARPA combines competence assessment with a formative learning-centred method and strict orientation of learning processes towards strategic goals of companies, namely SME.

It addresses many of the issues pertinent to the assessment of informally acquired competences. As methods it uses the combination of self-evaluation and evaluation by others and also a formative approach: combining assessment and skills/competences development. The tool also describes the 5 stages of the planning, instructing, evaluating and building skills development process step by step.

Evaluation

By using the Competence Card for Workplace an employee’s actual level of competence related to the work place will be assessed.

The instrument “Recognising and recording progress and achievement” (RARPA) combines competence assessment with skills/competences development, i.e. with a formative learning-centred method and strict orientation of learning processes towards strategic goals of companies.

Target group: Training providers. Employees, managers, team leaders from the enterprise. RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER The project results are transnational, interdisciplinary and transsectoral practices. EXEMPLO Project (Assessment of nonformally acquired competencies of EXperienced EMPLOyees)

RELEVANCE FOR QUALITY ASSURANCE Models and tools

Tools & instruments

The 3 AVE EXEMPLO tools are for supporting identification of the employees’ actual state of knowledge, professional skills and competences related to job requirements and to allow transparency and recognition of qualifications and competences of non-formal and informal learning. Integrating digital (e-)portfolio makes the competences more visible and transferable.

Methodologies and procedures

Self-assessment/ self-evaluation

The AVE EXEMPLO tools combine self-evaluation and evaluation by others. They are based on self-assessment by an employee who will be validated externally, i.e. from the employers’ side (by co-workers, seniors, tutors, etc.).

External assessment /external evaluation

Certification of individuals

The assessment procedure results in the certified Competence Card, signed by both the employer and the employee. The “Transparency of competences” tool provides for a new form of certification process that has been designed to promote and document the transfer of organised training (in- house or seminar-based) to the workplace and providing evidence of the learner’s skills and competencies relevant to work practice.

BAEA

Becoming Adult Educators in the European Area

Project Type and Number: 142405‐LLP-1-2008‐1-DK-GRUNDTVIG-GMP

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.dpu.dk/baea

http://eacea.ec.europa.eu/ llp/grundtvig/documents/ Grundtvig_en_2008.pdf

provider level

adult education

Department of Education, Aarhus University Tuborgvej, 2400, København NV DANMARK

Marcella Milana

E-Mail Tel/Fax

mami@dpu.dk +45 – 8716 – 3742

COUNTRY of the partner organisations

http://edu.au.dk/en/about-the-department

WHAT THE PROJECT IS ABOUT

MAIN PRODUCT 3

The research-focused project investigated the role of the adult educator and the education and training pathways which lead to this profession in four countries. Individuals exist in multiple, multi-layered and interacting contexts,

thus the project focuses on the interaction between adult educators-to-be and the structural conditions that characterise the wider socio-cultural context in which they act.

4 national research reports (DK, SE, EE, IT) focusing on the status and provision of adult education, the status of professionalisation of adult educators and on opportunities and challenges related to the education of adult educators. The reports provide insights into opportunities existing

for initial education and training for adult educators-tobe as well as an analysis of policies that frame the national contexts by giving a well-founded overview of the present state of the art.

Handbook

Target group: Adult educators, researchers, policy-makers

“The art of being an adult educator” The handbook is a practical tool addressing adult educators-to-be and trying to give answers to the questions: How can we create good cooperation? How can one be a good adult educator? The handbook provides an overview of the different roles adult educators may enact in their professional lives, deals with the core concept of “competency” in the field of adult education, focuses on important aspects for professional development, provides inspiration

MAIN PRODUCT 1

National research reports

This report is a synthesis of the 4 national research reports (DK, SE, EE, IT) presenting the synthesised results from secondary and field research activities carried out at national Target group: Adult educators, researchers, policy makers

for reflection and discussion and also presents tools that can be further explored and used by adult educators. It also focuses on working methodologies that can help adult educators identify and sustain adult learners’ motivation towards learning and discusses the role of self-reflection and critical thinking for adult educators in making selfevaluations and in improving their work practices.

Target group: Adult educators-to-be, already acting adult educators

RELEVANCE FOR QUALITY ASSURANCE Models and tools

Tools & instruments

The handbook “The art of being an adult educator” sums up the research findings for and addresses, in particular, prospective adult educators willing to learn more about some of the features that characterise this occupation and the implications of working with adults like the roles and competencies of adult educators, the relationship to and motivation of the adult learner, the promotion of critical reflection, etc. The handbook, however, is also meant for those who already work as adult educators and seek new ideas to improve current work practices and future professional development.

EQAVET quality cycle

Review

Chapter 5 of the The handbook “The art of being an adult educator” emphasises that adult educators need critical reflection 1. when they talk about the pedagogical practice or give reasons to improve education; 2. when they improve and promote critical reflective processes among students.

MAIN PRODUCT 2

Synthesis research report

DK, EE, IT, SE

level. Furthermore it contains a comparative, cross-country analysis and policy recommendation, which derived from the analysis.

CM ProWork

Competence Management in the Production Sector

Project Type and Number: D/05/B/F/PP-146 281

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.cmprowork.eu

www.adam-europe. eu/adam/project/view. htm?prj=1796

system level, provider level

professional; scientific and technical activities

VET, AE, etc.

BBQ Berufliche Bildung GmbH Lorettostr. 2, 79100 Freiburg GERMANY

Silke Jäger-Warnecke

E-Mail

sjaeger@bbq-online.de

www.bbq-zukunftskurs.de

WHAT THE PROJECT IS ABOUT

MAIN PRODUCT 3

Demonstration CD The central work result of the pilot project is a multilingual software tool for the competence management in the M+E production sector, which: • On an industry-wide basis, presents and compares task-

• Supports human resources personnel in industrial en-

and process-oriented competencies of semi-skilled and skilled workers also acquired on an informal basis;

terprises to evaluate the competence level in production departments and accordingly align the recruitment of personnel and promotion measures.

• Provides the executive staff in the production with an

everyday tool for the linking of task management, qualification planning and competence development;

The demonstration CD is in German language and was made available for the distribution of the results. Target group: HR personnel and executive staff

RELEVANCE FOR QUALITY ASSURANCE Models and tools

Tools & instruments

The Competence management tool is able to display the competences acquired by learning in the process of work, i.e. within the framework of non-formal learning in industrial production processes in a task-related and process-related way.

Support

Good practice

In the country-specific Good-Practice presentations the gained experiences, benefits and potentials of the tool are displayed, which provide support to the education providers and the decision-makers in the enterprises regarding the implementation of the tool.

EQAVET quality cycle

Review

The CM ProWork software tool enables qualification planning and planning of human resources / competence development in industry by identifying learning requirements related to tasks and individuals.

MAIN PRODUCT 1

Multilingual software tool CM ProWork

It is a tool for competence management in the media & entertainment (M+E) production sector, which: • on an industry-wide basis, presents and compares task

• supports human resources personnel in industrial enter-

and process-oriented competencies of semi-skilled and skilled workers also acquired on an informal basis;

prises to evaluate the competence level in production departments and accordingly align the recruitment of personnel and promotion measures.

• provides the executive staff active in the production with

an everyday tool for the linking of task management, qualification planning and competence development; Target group: HR personnel and executive staff in companies in the M+E production sector; partly also employees in this sector RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER

Both to other countries and to other sectors given; there has already been a transfer project following this one. MAIN PRODUCT 2

Glossary A glossary complementing the tool was established in both English and German language. Target group: HR personnel and executive staff in companies in the M+E production sector

RELATED PROJECTS There is a follow-up project CM ProWork transfer; see www.cmprowork.eu

DASVENT

Development of an Accreditation System for Veterinary Nurse Trainers in Europe Project Type and Number: NL/05B/F/PP/157528

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.acovene.com

www.adam-europe. eu/adam/project/view. htm?prj=2611

system level, provider level

other service activities

VET, AE, etc.

AOC GROENHORST Barnseweg 3, 3771RN Barneveld NETHERLANDS

A. Moene

E-Mail Tel/Fax

alida.moene@groenhorstcollege.nl +31 – 342 – 455540

www.groenhorstcollege.nl

WHAT THE PROJECT IS ABOUT With this project an accreditation system for veterinary nurse trainers was developed. This accreditation system was developed with the help of Vetnnet, a stable European network of veterinary nurse trainers and associated institutes.

NL, IT, IE, FR, SE, UK, DK, BE

RELEVANCE FOR QUALITY ASSURANCE The employers, represented by the FECAVA and the RCVS, also played an essential role in developing the system.

Models and tools

Standards

In the Accreditation Procedure the minimum standards of accreditation have been established for quality assessment and quality enhancement of accredited veterinary nursing programmes.

Methodologies and procedures

Accreditation of providers/institutions

An accreditation system (including procedures, forms, guidance) for institutional accreditation and also for accreditation of veterinary nurse programmes was developed with the aim to inform the public of those institutions of providing quality education for veterinary nurses and enhancing by this their prospects of employment mobility.

EQAVET quality cycle

Evaluation

During the ACOVENE accreditation procedure the veterinary nurse programmes and also the educational institutions providing these programmes are evaluated for quality, based on conformity with the established accreditation standards.

MAIN PRODUCT 1

Accreditation system:

COUNTRY of the partner organisations

For veterinary nurse programmes in Europe driven by the website: www.acovene.com This project has developed an accreditation procedure for veterinary nurse programmes in the EU. It defines a training programme by embracing both: • the facilities, resources and quality assurance provided by the applicant college or school and • their curriculum and assessment.

The accreditation process is driven by the four documents of the project: 1. Dossier of European Competences for the Veterinary Nurse 2. Accreditation Policies and Procedures 3. Accreditation Form and Guidance 4. Guidance for visitors: Conducting an accreditation

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER Target group: Managers of veterinary nurse education providers in Europe. This project could advise institutions that develop accreditation procedures.

DELID

A Dialogue Approach to Developing E-Learning Courses

Project Type and Number: D/06/B/F/PP-146 525

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

n/a

www.adam-europe. eu/adam/project/view. htm?prj=2331

provider level, learning and teaching level

education; information and communication

VET, AE, etc.

Friedrich-Alexander-Universität Erlangen-Nürnberg Schloßplatz 4, 91054 Erlangen GERMANY

Ulrich Winderl

www.uni-erlangen.de

WHAT THE PROJECT IS ABOUT DELID promoted an intensive dialogue between e-learning providers and SMEs by means of interviews, storytelling, tests, meetings and other tools. The project developed a methodology for e-learning courses for small and mediumsized enterprises in intensive dialogue and in close col-

E-Mail Tel/Fax

ulrich.winderl@zuv.uni-erlangen.de +49 – 9131 – 8524043

COUNTRY of the partner organisations DE, FI, FR, ES, PL, GR

RELEVANCE FOR QUALITY ASSURANCE laboration with SMEs. The project yielded new e-learning courses that are perfectly adapted to the needs of the SMEs in the project and a methodology that describes how other e-learning courses can be adapted to better fit the needs of SMEs in general.

Models and tools

Tools and instruments

The Guide for Developers describes a quality-assuring process model, how – based on an intensive dialogue between e-learning providers and SMEs – e-learning offers can be adap ted, tailor-made to the needs of SMEs.

Methodologies and procedures

Accreditation of providers/institutions

4 e-learning exemplary (test) courses for SMEs

EQAVET quality cycle

Planning

The Guide for Developers outlines how to design/develop e-learning training courses which meet the specific needs of the SMEs.

MAIN PRODUCT 1

Guide for Developers

The PDF guide describes a quality-assuring process of how to adapt e-learning offers to the specific needs of SMEs.

It covers pedagogical, technical, econonomic and cultural issues as well as qualification requirements of e-tutors.

Target group: Current or potential developers and providers of e-learning offers for SMEs in organisations and institutions, managers and other decision-makers in SMEs RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER Perhaps the process model could be adapted to other target institutions of e-elearning, e.g. adult education, NGOs, social organsiations, health institutions. MAIN PRODUCT 2

4 e-learning test courses for SMEs

Course topics: Metadata, Powerpoint, EXCEL, Negotiation

Target group: Employees of SMEs

One PDF document per course. It lists the course contents.

Development of a Validation Framework for Mentoring

Evaluating the Achievements of Disabled and Disadvantaged People Project Type and Number: BG/05/C/F/TH-83300

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

n/a

www.adam-europe.eu/ adam/project/view. htm?prj=6664

provider level, learning and teaching level

target sectors are service sector, IT sector and restaurant and hotels sector.

VET, AE, etc.

Marie Curie Association 9A Magura Street, 4000 Plovdiv BULGARIA

Maria Valkova

E-Mail Tel/Fax

goranova@marie-curie-bg.org +359 – 32 – 622 128

www.marie-curie-bg.org

WHAT THE PROJECT IS ABOUT

COUNTRY of the partner organisations BG, GR, RO, SI, UK

MAIN PRODUCT 2

The project developed a comprehensive system for the validation of workplace mentoring for disabled and disadvantaged people in the job market, aiming at the promotion of a system which will define and implement overall principles and practical procedures; The project focused on the needs of disabled and disadvantaged people who gain particular benefits from the non-formal nature of mentoring: previous projects and different national systemic actions have

already confirmed that the overall benefits of mentoring, in terms of employability skills of the mentee and training skills of the mentor, can be expected to grow considerably in the short and in the medium term. One of the main objectives was to improve knowledge, practical skills, training strategies of disabled people and ensuring higher employability.

The CoP provides the promoters of mentoring programmes with advice and support to help them define the key goals that a good mentoring programme must address. It also provides a methodology which, within the constraints of the resources available, will best ensure that mentoring programmes achieve quality standards in relation to the goals. The recognition and validation of mentoring and the

achievement of quality in mentoring are addressed within an integrated overall framework for quality assurance in mentoring. The CoP is a practical expression of the principles recommended by the Technical Working Group on Quality in VET in its “European Guide on Self-assessment for VET providers”.

General Guide for setting up mentoring schemes

The guide includes e.g. a framework of mentoring, explanation of the mentoring process and mentor’s role and skills, requirements, criteria and process for selection of mentors and the mentoring agreements. Validation is an aid to the effective operation of mentoring programmes: by providing guidance in decisions about procedures and

outcomes it plays an important formative role in the design of programmes as well as in relation to the monitoring of individual and collective performance.

Target group: People who develop mentoring processes for disabled people and other people who are disadvantaged in the open labour market.

MAIN PRODUCT 1

The Code of Practice for Mentoring (CoP)

MAIN PRODUCT 3

The Training Package for Mentors and Mentees

These two separate products explain the training objectice and the main principles of the training process. Target group: Potential mentors and mentees

Target group: People who develop mentoring processes for disabled people and other people who are disadvantaged in the open labour market. RELEVANCE FOR QUALITY ASSURANCE Models and tools

Standards

The Code of Practice for Mentoring (CoP) provides standards for the setting-up and operation of high-quality mentoring programmes.

Criteria/indicators/ benchmarks

The General Guide for setting up mentoring schemes contains a framework of mentoring including the mentoring process and the mentor’s role and skills, the requirements, criteria and process for the selection of mentors, etc.

Development of a Validation Framework for Mentoring

Tools and instruments 26

The Code of Practice for Mentoring (CoP) includes a model of self-evaluation and selfassessment questions.

Methodologies and procedures

Self-assessment/ self-evaluation

The Code of Practice for Mentoring (CoP) provides the basis for a structured process of self-assessment by the promoters of mentoring programmes. This process leads to the production of a ‘Statement of Self-Assessment’ (SSA).

Support

Training

Training package (teaching materials) for mentors and for mentees Mentoring solves the task of quality learning in the process of education and employment, which ensures achievement of higher results.

Good practices

The Code of Practice for Mentoring (CoP) also includes some case studies.

Planning

The Code of Practice for Mentoring (CoP) provides the promoters of mentoring programmes with advice and support to help them define the key goals and the shared aims that a good mentoring programme must address.

Implementation

The Code of Practice for Mentoring (CoP) provides a methodology which, within the constraints of the resources available, will best ensure that the mentoring programmes achieve the quality standards in relation to the goals.

Evaluation

The process of self-assessment outlined in the Code of Practice for Mentoring (CoP) involves a thorough review of the procedures used in mentoring programmes and the outcomes achieved.

EQAVET quality cycle

2 projects from the

United Kingdom

The practical “General Guide for setting up mentoring schemes” contains the process/ system of validation which facilitates the recognition of the acquired practical skills during the mentoring programmes as well as the monitoring of the individual and collective performance.

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER All products are transferable as such. Need for transfer is high.

RELATED PROJECTS QATRAIN: www.q4s.eu, APT

11 | EQUABENCH Benchmarking European Excellence

PAGE 36

32 | QWVET – Quality Workplace Training for Unemployed Young People

PAGE 98

EGUIDE

Quality Assurance Framework for Guidance in Initial Training Project Type and Number: IRL/05/B/F/PP-153103

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

n/a

www.adam-europe. eu/adam/project/view. htm?prj=3015&page=1

provider level, learning and teaching level

information and communication

VET, AE, etc.

Ballymun Job Centre Unit 36A Ballymun Town Centre, Ballymun, Dublin 11 IRELAND

Nuala Whelan

E-Mail Tel/Fax

whelann@bmunjob.ie +353 – 1 – 8622707

www.bmunjob.ie

WHAT THE PROJECT IS ABOUT Using the European Common Quality Assurance Framework (Technical Working Group on Quality in VET) as a basis, this project, EGUIDE, researched and developed a Quality Assurance Framework for use in the guidance of disadvantaged job seekers across Europe. This Framework will also be compatible with national quality assurance frameworks such as

DE, ES, HU, IT, RO, UK

MAIN PRODUCT 2 the FETAC Quality Assurance Process. In tandem with the quality assurance framework EGUIDE also developed an e-guidance system consisting of a number of guidance tools, developed specifically for the target group that can be used to test and implement the quality assurance framework.

EGUIDE Brochure

EGUIDE is a quality assurance framework and related model of web-based assessments for the guidance of disadvantaged job seekers into initial vocational training. It is based on the CQAF and provides a template of a QA model for the delivery of guidance to disadvantaged job seekers and those in low skills employment. The eGuide tools are an assessment system which analyse a person’s vocational interests, personality and specific aptitudes. Their aim is to overcome the barriers often faced by disadvantaged job seekers

to traditional guidance psychometric tools. The system is founded on the principles of the Person-Environment-Fit Theory, which postulates that when a good match between the person and the job environment is found, this benefits the individual by allowing the person to be more satisfied with their job / career, more able to cope with demands imposed by the work/training, and more determined to succeed and become successful.

Target group: Management of VET providers, teachers/trainers in VET, quality managers in VET; educational authorities and decision-makers

MAIN PRODUCT 1

EGUIDE Research Document

COUNTRY of the partner organisations

This document describes the EGUIDE project; A Quality Assurance Framework and related Model of Web-Based Assessments for the Guidance of Disadvantaged Job Seekers into Initial Vocational Training. It is based on the CQAF and provides a template of a QA model for the delivery of guidance to disadvantaged job seekers and those in low skills employment. The eGuide tools are an assessment system which analyse a person’s vocational interests, personality and specific aptitudes (for demo of tool see www. eguide-project.net/research.html).

The system is founded on the principles of the PersonEnvironment-Fit Theory, which postulates that when a good match between the person and the job environment is found, this benefits the individual by allowing the person to be more satisfied with their job/career, more able to cope with demands imposed by the work/training, and more determined to succeed and become successful.

Target group: Management of VET providers, teachers/trainers in VET, quality managers in VET; educational authorities and decision-makers

MAIN PRODUCT 3

EGuide – General Guidelines for the Practitioner

This four-page leaflet informs the career guidance practitioner about the use of the online eGUIDE tools which help the disadvantaged job seeker in the area of vocational training. The tool comprises three categories of assessments, interest, personality and aptitude, which help the clients to become more aware of themselves in terms of their interests, personality and abilities. The guidelines incorporate three ‘eGuide Cheat Sheets’ which elaborate on

each of the assessed areas. Direction is provided on how to set up a client account, conduct an assessment, review client results and drill down into the answer patterns. The EGUIDE Best Practice Guidelines outline how a quality service could be evaluated and it was felt that there should be both qualitative and quantitative indicators, page 24, eGuide Report.

Target group: Management of VET providers, teachers/trainers in VET, quality managers in VET; educational authorities and decision-makers

EGUIDE – Quality Assurance Framework for Guidance in Initial Training

RELEVANCE FOR QUALITY ASSURANCE 30

Models and tools

EQAVET quality cycle

Quality management systems

The Quality Assurance Framework for delivery of guidance to disadvantaged job seekers across Europe presented both in the EGUIDE Research Document and the EGUIDE Brochure is based on the EU Common Quality Assurance Framework in VET (CQAF) and provides a template of a quality assurance model with a 6-step guidance process.

Criteria/indicators/ benchmarks

The Quality Framework contains quantitative and qualitative indicators in relation to the EGUIDE Guidance Process Steps and also to the CQAF common core quality criteria.

Tools and instruments

The web-based eGuide tools are an assessment system which analyse a person’s vocational interests, personality and specific aptitudes.

Cycle as a whole

The EGUIDE Quality Assurance Framework follows in full the interrelated elements – Purpose and plan; Implementation; Evaluation and assessment and Review (feedback and procedures for change) – of the CQAF Model.

1 project from

Ireland

08 | EGUIDE – Quality Assurance Framework for Guidance in Initial Training

PAGE 28

E-MODE:

Engage Trainers in Learning Modules and Material Creation Project Type and Number: 142008-LLP-1-2008-1-GR-GRUNDTVIG-GMP

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.emode-net.eu

http://eacea.ec.europa.eu/ llp/grundtvig/documents/ Grundtvig_en_2008.pdf

learning and teaching

adult education

adult education, VET, in-service training, e-learning/blended learning

KENTRO EPAGGELMATIKIS KATARTISIS TOU INSTITOUTOU ERGASIAS TIS GSEE Benaki Street 71A, Athens 10681 GREECE

Despoina BAMPANELOU

E-Mail Tel/Fax

desba@inegsee.gr +30 – 210 – 3327734

GR, BG, DK, TK, IT

www.inegsee.gr (available only in Greek)

WHAT THE PROJECT IS ABOUT The project developed an integrated set of tools, methods and skills which enable adult educators to design, apply and evaluate their own modules and materials for flexible,

COUNTRY of the partner organisations

MAIN PRODUCT 4 community and ICT-based learning and using them in various interactive ways.

Train-the-trainer course

Blended learning course for adult educators on how to apply the E-Mode methodology. It is a fully-fledged and

well-made blended learning offer with plenty of materials for the face-to-face and e- learning parts.

Target group: Adult educators, educators in other sectors

MAIN PRODUCT 1 RELEVANCE FOR QUALITY ASSURANCE

Methodology for development of educational units

The document is a thorough and well-structured guidance publication providing a step-by-step guide for educators on how to develop interactive, ICT-integrated educational

units. The methodology is well developed, systematic and can help to develop learning offers of high quality.

Models and tools

Tools and instruments

The Toolkit comprises three “E-MODE” methodologies offering valuable tools for the development and use of educational modules and materials in various training delivery modes, on the basis of participatory, collaborative and interactive methods.

Methodologies and procedures

Self-assessment/ self-evaluation

The “Methodology for the development and use of educational materials” is not only a tool for the creation of new materials but is also designed to evaluate the suitability of already existing materials for a certain target group.

Support

Training

A well-documented blended learning course for adult educators and other educators on the “E-MODE” methodology is offered.

EQAVET quality cycle

Planning

The “Methodology for the development and use of educational materials” is a tool for the creation of new learning and teaching materials in line with the educational needs of the respective target group.

Evaluation

Target group: Adult educators, educators in other sectors

MAIN PRODUCT 2

Methodology for the authoring of e-learning

Brief introduction how to develop e-learning courses and content. Target group: Adult educators, educators in other sectors, e-learning facilitators

MAIN PRODUCT 3

Methodology for the development and use of educational materials

The publication offers guidance on how to evaluate one’s own and other educators’ teaching and learning materials. It contains stimuli for a thorough reflective process on the Target group: Adult educators, educators in other sectors

usefulness and adequacy of educational materials for the respective target group.

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER All products are transferable as such. Need for transfer is high.

EMPOWER

European Melting Pot Wide Range Quality System

Project Type and Number: I/06/B/F/PP-154160

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

n/a

www.adam-europe. eu/adam/project/view. htm?prj=6299

provider level

VET

VET, AE, etc.

Istituto d‘Istruzione Superiore Professionale e Tecnico Commerciale „A.Casagrande“ „F. Cesi“ Terni Piazzale Bosco 3, 05100 Terni (TR) ITALY

Antonietta Fabretti

E-Mail Tel/Fax

coordinator@empower-leonardo.net +39 – 744 – 404721 (c. 3293569003) +39 – 744 – 300939

www.casagrande-cesi.it

WHAT THE PROJECT IS ABOUT The aim of the project was to meet the learning needs and integration problems of immigrant students with different European school capacity to face these socio-cultural problems. Furthermore, the project was aimed at carrying out a quality management model which is able to reach the main objective previously underlined. The project proposal intended to experiment an innovative approach and methodology for managing foreign students’

The report “Situational Analysis and Micro Analysis” aims at providing a rough analysis of the situation of migrants and immigration in Austria, Italy and Greece with a special

integration, based on the principles and the values of quality (elaborating a quality management model). The project, in order to achieve the mentioned objectives, intended to follow the approach foreseen in the “European Common Reference Framework on Quality in VET (CQAF)”, which leads the school partners to identify the good practices ex ante (in the planning model phase) and in the ex post phase (evaluation and further validation of the model developed).

Webpages

The webpages explain this project and the products. Target group: Teachers, school managers, administrative staff

RELEVANCE FOR QUALITY ASSURANCE Models and tools

Quality management systems

The quality management model of teaching and context services concerning immigrant students constitutes a self-assessment model – Empower Model – which considers inputs, processes and outputs as part of total quality along 5 dimensuions as organisation system, requirements and objectives, recources management, training process, results and analysis and improvements.

focus on migrant pupils and migrant workers. It includes a brief analysis of experiences and best practices carried out at participating schools or training institutes.

Methodologies and procedures

Self-assessment/ self-evaluation

The self-assessment against the newly developed evaluation model, the Empower Model, includes the identification and analysis of strengths and areas for improvement as well as allocation of scores.

Support

Good practices

The report “Situational Analysis and Micro Analysis” includes a brief analysis of experiences and best practices carried out at educational schools or training institutes participating in the project.

EQAVET quality cycle

Evaluation

This project concentrates on self-evaluation against the newly developed evaluation model, the Empower Model.

Target group: Pilot countries in this project. The project could be a background report in other countries

MAIN PRODUCT 2

Empower Model

The model consists of definitions of key terms in the quidelines, information regarding quality standards/indicators, methodology and the new evaluation model. One of the main focuses lies on the self-assessment process and the practical implementation of the quality model. The report includes multiside definitions of quality management. The indicators and monitoring tools have been determined per Target group: Teachers, school managers, administrative staff

IT, AT, GR

MAIN PRODUCT 3

MAIN PRODUCT 1

Situational Analysis and Micro Analysis

COUNTRY of the partner organisations

cohort, per student and per teaching unit. The evaluation model is based on orientation of quality management. The model considers inputs, process and outputs as part of total quality. The assessment includes analyses of strengths, weaknesses and best practices. The evaluation is also based on scores (assessment score scale).

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER This product is transferable to similar and different contexts in VET and also to other education sectors and levels.

EQUABENCH

Benchmarking European Excellence

Project Type and Number: UK/08/LLP/LdV/TOI-163_167

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

http://equabench.epr.eu

www.adam-europe. eu/adam/project/view. htm?prj=4332&prd=2

system level (not primarily targeted but concerned), provider level

VET sector, human health and social work activities

vocational education and training (VET) organisations across Europe serving people with disabilities or other form of disadvantage.

The Cedar Foundation Malcolm Sinclair House, 31 Ulsterville Avenue, BT9 7AS, Belfast UNITED KINGDOM

Eileen Thomson

WHAT THE PROJECT IS ABOUT The Innovative Practice Guides (6) produced by the EQUABENCH network explore the innovative practice used by a number of leading vocational education and training (VET)

www.cedar-foundation.org

Tel/Fax

e.thomson@cedar-foundation.org +44 – 28 – 90666188

COUNTRY of the partner organisations UK, IR, BE, IT, DE, NL, PT, SI

Support

Good practices

The Innovative Practice Guides allow organisations to gain an overview of some of the best practice in the European VET sector and can provide a stepping stone for future benchmarking by providing the Appendix of detailed case studies from the participating VET organisations which have informed the Innovative Practice Guides. Best business practices are imported and exported in order to improve the quality of training for people who have a disability or other form of disadvantage.

EQAVET quality cycle

Evaluation

Innovative Practice Guide Leadership and Constancy of Purpose; Innovative Practice Guide Results Orientation

Implementation

Innovative Practice Guide Management by Process and Facts; Innovative Practice Guide People Development and Involvement

Evaluation

Innovative Practice Guide Customer Focus; Innovative Practice Guide Results Orientation

Review

Innovative Practice Guide Continuous Learning, Innovation and Improvement

Cycle as a whole

The 6 EFQM Fundamental Concepts of Excellence against which the Innovative Practice Guides are structured cover all phases of the EQAVET quality cycle.

organisations from across Europe in relation to the EFQM Fundamental Concepts of Excellence.

MAIN PRODUCT

E-Mail

6 Innovative Practice Guides structured against the EFQM Fundamental Concepts of Excellence 1. Leadership and Con-

stancy of Purpose; 2. Management by Pro-

cesses and Facts; 3. People Development

and Involvement; 4. Customer Focus; 5. Results Orientation; 6. Continuous Learn-

The Innovative Practice Guides adapting the innovative quality practice of 8 European VET organisations – EQUA BENCH network members follow a common format including the Common Practical Steps which structure information and advice for VET organisations against these steps in relation to the Fundamental Concept under consideration, and assist VET organisations to better apply the

principles of the EFQM continuous improvement cycle to their context. Illustrative Case Studies explore the application of key aspects of the EFQM Fundamental Concept of Excellence within VET organisations by highlighting a variety of innovative approaches and techniques relating to each Fundamental Concept.

Target group: Managers and senior staff working in VET organisations. Key stakeholders of VET institutions. Oganisations interested in quality assurance and continuous improvement in a business-focused and results-orientated context.

ing, Innovation and Improvement

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER RELEVANCE FOR QUALITY ASSURANCE To other education sectors with special regard to those serving people with disabilites or with other disadvantages. Models and tools

Tools and instruments

The Innovative Practice Guides developed contain common practical steps which structure information and advice for VET organisations against these steps in relation to the Fundamental Concept under consideration, and assist VET organisations to develop innovative practice and to better apply the principles of the EFQM continuous improvement cycle to their context.

EQUAL

Evaluation and Quality Assurance in Adult Education

Project Type and Number: 225251 GR2005-044-022

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.qualityinlearning.net

to be found in the Grundtvig Compendium

provider level, learning and teaching level

n/a

VET, AE, etc.

IDEC Iroon Polytechniou 96, GR-18536 Piraeus GREECE

Sofia Spiliotopoulou

http://eacea.ec.europa.eu/ static/Bots/docbots/TCP/ Compendia/ Compendia2005.htm

info@idec.gr +30 – 210 – 4286227

ES, RO, IE, LT, DE

training outcomes as well as continuous improvement, taking into account the particular needs of adult learning.

Training of trainers

Certified trainers, as experts in the subjects of adult learning, quality management and evaluation come from different European countries to administrate the course. The training course consists of two interrelated parts: Part 1: How to design, implement, monitor and improve a quality management system (QMS) in an adult education institute (according to ISO 9001).

The training programme defines the objectives of the training course, the training methodology, the structure, the contents and timetable of the training, the profile of the trainers and course participants, the training materials that

COUNTRY of the partner organisations

MAIN PRODUCT 3

MAIN PRODUCT 1

The training course and the training programme

Tel/Fax

www.idec.gr

WHAT THE PROJECT IS ABOUT The objective of the training course was to provide the necessary skills and competencies to adult education staff in order to ensure the quality of the training process, of the

E-Mail

are used, the certification and the evaluation procedure. The training programme consists of 3 weeks of distance learning and 5 days of in-classroom training including observation visits to adult education institutes.

Part 2: How to design and implement an evaluation plan in adult education institutes and projects. How to use evaluation results for continuous improvement. After the termination of the project with participants from all European countries the training course will be offered on a bi-annual basis.

Target group: Managers, administrative staff and trainers of adult training institutes in the subject of quality assurance and evaluation in adult education at institute level and at project level.

Target group: Managers, administrative staff and trainers of adult training institutes in the subject of quality assurance and evaluation in adult education at institute level and at project level. RELEVANCE FOR QUALITY ASSURANCE Models and tools

Quality management systems

The handbook constitutes the core issues of the training courses which are: adult learning, quality assurance, quality management systems and evaluation in training.

Support

Training

The training course and the training programme in the subject of Quality Assurance and Evaluation in Adult Education provide the necessary skills to managers, trainers and staff of adult education centres to design and implement quality assurance / quality management and evaluation procedures.

Good practices

There are 3 case studies that accompany the handbook contents and provide practical examples of the theoretical principles of applying quality management systems and evaluation methodologies in adult education institutes and courses.

MAIN PRODUCT 2

Training materials and the handbbook (70 pages)

Evaluation and Quality Assurance in Adult Learning (9 chapters). The training materials of the project consist of: A handbook; 3 case studies; exercises and project work, based mainly on the case studies; slides and handouts; a CD-ROM gathering all the training material.

The e-learning portal, serves as: on-line communication platform; virtual library; file sharing, trainer’s manual.

Target group: Managers, administrative staff and trainers of adult training institutes in the subject of quality assurance and evaluation in adult education at institute level and at project level.

EQUAL â&#x20AC;&#x201C; Evaluation and Quality Assurance in Adult Education

EQAVET quality cycle

Evaluation

Cycle as a whole

Titel

The Part 2 of the Training of trainers training course focuses on how to design and implement an evaluation plan in adult education institutes and on how to use the evaluation results for continuous improvement.

The Part 1 of the Training of trainers training course focuses on how to design, implement, monitor and improve a quality management system (QMS) in an adult education institute (according to ISO 9001).

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER Generally can be transferred with a focus on managers, administrative staff and trainers of adult training institutes.

2 projects from

Greece

09 | E-MODE: Engage Trainers in Learning Modules and Material Creation PAGE 32 12 | EQUAL â&#x20AC;&#x201C; Evaluation and Quality Assurance in Adult Education

PAGE 38

EQUASS in Practice.

Implementation of Quality Assurance for VET Providers in Vocational Rehabilitation according to the EQUASS Assurance Standard (European Quality in Services) in some selected EU Countries. Project Type and Number: NO/08/LLP-LdV/TOI/131003

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.equass.no/equass-inpractice-1.aspx

www.adam-europe.eu/ prj/6213/project_6213_ en.pdf

provider level

human health and social work activities, education

VET, in-service training, school education, adult education

Association of Vocational Rehabilitation Enterprises Postboks 5473, Majorstuen 0305 Oslo NORWAY

Andreas Tømmerbakke

(only available in Norwegian)

www.epr.eu/index.php/ equass/projects/166

www.attforingsbedriftene.no

WHAT THE PROJECT IS ABOUT

RELEVANCE FOR QUALITY ASSURANCE easily available to all VET providers. The project EQUASS in Practice aimed at developing methods, guidelines and strategies and sharing best practice for how VET service providers may work to implement the EQUASS Assurance certification programme, with the aim of improving the quality of their services and achieving sustainable working practices.

Models and tools

COUNTRY of the partner organisations BE, PT, LT, IE, SI

The manual is a practical tool which coaches the VET providers through their quality assurance work and enables them to become more easily certified by providing assistance in clarifying and understanding all requirements in the EQUASS Assurance standard. The manual is compiled as follows: 1. Introduction; 2. Strategy. The implementation strategy outlines how EQUASS may be introduced at national (macro) level and how the individual organisations may work to implement EQUASS Assurance (meso

level); 3. EQUASS Quality Framework: The EQUASS Quality Framework consists of a model with 9 principles for quality, 38 quality criteria and 98 performance indicators which are widely approved by European stakeholders of the sector. The framework elaborates on each of the criteria and indicators in the EQUASS Assurance certification programme. A glossary with explanations of some words and terms used in the standard is also provided.; 4. FAQ. Frequently asked questions.

Quality management systems Standards Criteria/indicators/ benchmarks

Methodologies and procedures

MAIN PRODUCT 1

Self-assessment/ self-evaluation External assessment/ external evaluation Accreditation of providers/institutions

EQAVET quality cycle

Cycle as a whole

Target group: All potential applicants (VET providers in vocational rehabilitation) for certification according to EQUASS Assurance. All local licence holders of EQUASS Assurance.

MAIN PRODUCT 2

An implementation strategy (as a part of the manual)

Tel/Fax +47 – 99425556

(only available in Norwegian)

EQUASS Assurance is a certification system for quality assurance in social services developed by the European Platform for Rehabilitation (EPR). Upon the initiative of AVRE (Association of Vocational Rehabilitation Enterprises in Norway) six organisations from Lithuania, Slovenia, Portugal, Belgium, Ireland and Norway engaged in a project to make the EQUASS Assurance certification system more

“EQUASS in Practice” Web-based Manual

E-Mail andreas.tommerbakke@nhoservice.no

The “EQUASS in Practice” web-based manual describes a sector-specific quality framework consisting of a model with 9 principles for quality, 38 quality criteria and 98 performance indicators all based on the key values of the social sector. The criteria cover essential elements of a Quality Management System (QMS) applicable in social services. The EQUASS Quality Framework elaborates on each of the criteria and indicators which form the basis of the EQUASS Assurance certification programme, too.

The EQUASS Assurance certification system enables organisations which provide services in the social sector to engage in an external certification process at a European level by which they assure quality of their services to service users and other stakeholders. An internal audit against the EQUASS Assurance criteria and indicators is based on a questionnaire approach. The external audit is carried out by an independent and qualified auditor in a two-day site visit. An organisation that meets the EQUASS Assurance criteria will be certified for a period of two years.

The EQUASS Assurance certification fully complies with the core criteria of the Common Quality Assurance Framework (CQAF) of the Vocational Education and Training (VET) sector.

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER The manual and its many quality principles, criteria and performance indicators shall be used together with the implementation strategy document describing the imple-

mentation of the EQUASS Assurance. The strategy covers implementations at both macro (national) and meso (organisational) levels.

Target group: All potential applicants (VET providers in vocational rehabilitation) for certification according to EQUASS Assurance. All local licence holders of the EQUASS Assurance.

Other sectors if we want to introduce other QA models. The many indicators can also inspire others.

europass+/Europass+

Project Type and Number: D/06/B/F/PP-146 490

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.europassplus.info

www.adam-europe. eu/adam/project/view. htm?prj=2385

system level not primarily but also connected; provider level, learning and teaching level

other service activities

VET, AE, etc.

Forschungsinstitut Betriebliche Bildung GmbH Obere Turnstr. 8, 90429 Nürnberg GERMANY

Gabriele Fietz

E-Mail Tel/Fax

fietz.gabriele@f-bb.de +49 – 911 – 27779-0

COUNTRY of the partner organisations

www.f-bb.de

WHAT THE PROJECT IS ABOUT

UK, ES, PL, FR, NL

MAIN PRODUCT 3

The project aimed at developing and piloting instruments for the documentation of informally acquired competences within the Europass CV.

Dissemination products

The project and its results are well promoted through these ‘dissemination products’. They are presented in an attrac-

tive, professional format and make it easy to get basic information about europass+ very quickly.

> Leaflet europass+ > Bochure europass+

Target group: Young people, VET trainers of these young people

> Poster europass+

MAIN PRODUCT 1

Europass+ website

www.europassplus.de The general section of the website provides adequate and detailed information about the project, its products and the general context of Europass and the assessment of informally acquired competences.

The website is divided into three parts focusing on three target groups: experts, trainers and apprentices. RELEVANCE FOR QUALITY ASSURANCE Models and tools

Tools & instruments

The Europass+ Online instrument is to support trainees and trainers in assessing and documenting their personal skills and informally acquired competences.

EQAVET quality cycle

Evaluation

The Online support tool helps the assessment of informally acquired competences.

Target group: Young people, VET trainers of these young people

MAIN PRODUCT 2

Online support tool

The online tool supports young people and their VET trainers in assessing and documenting informal competences and including them in section 5A of the Europass.

The tool is easy to understand and follows a transparent step-by-step system. RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER

Target group: Young people, VET trainers of these young people The support tools can be transferred to all education sectors since informally acquired competences play an important role in all education areas.

European Fundraising Accreditation and Training

Project Type and Number: EUR/05/C/F/PP-84711

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.vocational qualification.net/ mmedia/2008.07.11/ 1215773569.pdf

http://leonardo.ec.europa. eu/pdb/detail_en_2000. cfm?Numero=5084711& Annee=2005

system level, learning and teaching level

education activities of membership organisation n.e.c., other service activities

VET, AE, etc.

EUROPEAN FUNDRAISING ASSOCIATION 317/3 Keizersgracht, 1016 EE Netherland

M. Jonathan Duschinsky

www.efa-net.eu

Tel/Fax

WHAT THE PROJECT IS ABOUT

E-Mail

jon@uniongenerosite.org +31 – 6 – 617607-11

COUNTRY of the partner organisations DE, FR, HU, LUX, ES, SE, UK

MAIN PRODUCT 3

The project was interested in the job opportunities given in the third sector by the specific professional profile of fundraiser. It is a crucial profile in the civil society sector, currently estimated to be the seventh most important economic sector in the global economy; the partners aimed at analysing, promoting their training for specific tasks inside the NGOs, and at increasing transparency, efficiency and quality because of the present lack of benchmark and tools able to identify effectively trained fundraisers. The training modules framework is supported by a European Fundraising Syllabus and by an assessment model.

Dissemination products

The product explains entry requirements, achieving course outcomes, general principles of assessments and routes to assessment (academic and vocational assessment and

accrediting prior experience and learning/APEL process). This product also includes the main principles for assessment and quality assurance.

Target group: National fundraising associations and educators. The final users of the results are a broad variety of civil society and volontary organisations, cultural and non-profit institutions.

MAIN PRODUCT 1 RELEVANCE FOR QUALITY ASSURANCE

Handbook: Competence Framework

The Competence Framework helps to develop an appropriate training module that fundraisers require in order to maximise fundraising and ultimately to improve the effectiveness of their organisations. The Competence Framework is devided into four parts: Communicating a Case for

Support, Managing Resources for Fundraising, Managing Fundraising and Managing People. Every key area consists of requirements, performance criteria and demonstration requirements for fundraisers. The framework was validated across 12 countries.

Models and tools

Standards

The EFA Certification Competence Framework and the EFA Fundraising Syllabus define the shared skills and knowledge that are required of all professional fundraisers working across Europe in order to maximise fundraising and ultimately to improve the effectiveness of their organisations.

Criteria/indicators/ benchmarks

The Assessment Guidelines indicate the main principles and criteria for assessment and quality assurance to ensure successful training delivery.

Methodologies and procedures

Certification of individuals

The EFA Certification recognises professional fundraising qualifications of the highest standard.

EQAVET quality cycle

Planning

In the Handbook: Competence Framework the first qualification framework for fundraising across Europe together with standards for certification of competences of individuals – fundraising practitioners are defined.

Evaluation

According to the Assessment Guidelines the academic and vocational assessment and also assessment of prior learning and experience of students takes place.

Target group: National fundraising associations and educators. The final users of the results are a broad variety of civil society and volontary organisations, cultural and non-profit institutions.

MAIN PRODUCT 2

Handbook: EFA Fundraising Syllabus

The EFA Syllabus for fundraising divides the teaching content into six main teaching areas, which are sub-divided into specific teaching areas indicating the qualification required by the teacher for each teaching area. It links the six main teaching areas (social and cultural context, FR

management, FR strategies, FR methods, FR forms and legal regulations) to the four key areas of the EFA Certification Competence Framework (Communicationg Case for Support, Managing Resources, Managing Fundraising and Managing People).

Target group: National fundraising associations and educators. The final users of the results are a broad variety of civil society and volontary organisations, cultural and non-profit institutions. RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER The models, stuctures and process are transferable to other educational contents.

EXPERO2EU

Expero in European Union: Focus on Mechatronics

Project Type and Number: LLP-LdV/TOI/08/IT/518

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.expero2.eu

www.adam-europe. eu/adam/project/view. htm?prj=4408

learning and teaching level

professional, scientific and technical activities

VET; in-service training; school education; adult education; higher education

Istituto Tecnico Industriale Arturo Malignani Viale Leonardo da Vinci 10, 33100 Udine ITALY

Arturo Campanella

WHAT THE PROJECT IS ABOUT

E-Mail Tel/Fax

arturo.campanella@istruzione.it +39 – 432 – 46380

www.malignani.ud.it

COUNTRY of the partner organisations IT, ES, UK, AT, FI, TR, DK

MAIN PRODUCT 2

Expero2Eu is a European project, founded by the Leonardo da Vinci LLP programme as a Transfer of Innovation project aimed at making the ExPerO model a sovra-national European standard to evaluate and improve the quality of the learning outcomes in the vocational schools.

Set of tools

In this sense the aim is to integrate the instruments produced in VQTS (another LdV Pilot project) to also measure and compare credits and competencies as part of the learning outcome. The project is dedicated – in this experimental phase – to the mechatronics area of competencies. A network of schools in different European countries will act for a reciprocal recognition of competencies and credits.

Beside the quality model a set of tools has been developed in order to assess and evaluate the quality of the learning outcome in the vocational education sector. ExPerO offers tools to collect data (assessment phase, consisting of both quantitative and qualitative measures), instruments to evaluate this data (evaluation phase, which provides synthetic and weighted indicators), data sheet provided for documentation of the implementation of the model

and a database management (where the data is stored). A new product is Exqlusieve which is also referred to in the certification standard. It is a step-by-step instruction on the schedule of the internal implementation of the quali ty model with reference to documents that can/should be used and some tips also for data collection (i. e. how to conduct semi-structured or open interviews).

Standard for the Certification of Quality in Professional Education and Training

ExPerO is recognised as a European standard in the assessment of the learning outcome quality. The document STANDARD FOR THE CERTIFICATION OF QUALITY IN PROFESSIONAL EDUCATION AND TRAINING describes in detail this standard containing eight families of characteristics (e.g. Mission and vision, Organisational processes, Quality of results, Quality of competencies, etc.) and the innovative ExPerO model, which is the first supranational European model aimed at evaluating the quality of learning outcomes. The ExPerO quality model is based on an ISO-related approach and on a results’ evaluation methodology which

fosters coherence between the stakeholders’ expectations (both internal and external) and the perception of the VET training results (Should – Is comparison). The Internal Control Plan represents the systematic verifications carried out by the training organisations of the effective implementation of the ExPerO standard with the purpose of controlling the correct compliance of each quality characteristic. An overview of relevant documents and the records/documentation needed for certification is also included but the internal auditing process and the certification procedure are not described.

RELEVANCE FOR QUALITY ASSURANCE Models and tools

Standards Criteria/indicators/ benchmarks

The document “Standard for the Certification of Quality in Professional Education and Training” contains the detailed description of the certification standard, the ExPerO theoretical quality model and its quality characteristics (criteria) able to assess and evaluate the quality of VET learning outcomes.

Tools and instruments

A set of common tools has been created in order to assess and evaluate as well as improve the quality of the learning/training outcomes in the vocational education and training sector.

Accreditation of providers/institutions

Accreditation of ExPerO as a European standard in the assessment of the learning outcome quality.

Target group: All training centres which offer level 4 and/or 5 as specified in the European Qualifications Framework (EQF). Methodologies and procedures

The document “Standard for the Certification of Quality in Professional Education and Training” details each certified characteristic and provides a list of records necessary for evidence demonstration according to the ExPerO standard requirements.

EXPERO2EU – Expero in European Union: Focus on Mechatronic

EQAVET quality cycle

Evaluation

Titel

As a certification standard the ExPerO theoretical quality model and its quality characteristics (all included in the document “Standard for the Certification of Quality in Professional Education and Training”) and common tools have been developed to assess and evaluate the quality of VET learning outcomes.

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER Generally all areas working with learning outcomes.

8 projects from

RELATED PROJECTS

Germany

VQTS: www.vocationalqualification.net/vqts

01 | ACT-Net Active Citizen Training Network

PAGE 8

17 | Flexi-Path – Flexible Professionalisation Pathways for Adult Educators between the 6th and 7th Level of EQF

PAGE 52 PAGE 56

04 | CM ProWork – Competence Management in the Production Sector

PAGE 18

19 | Guiding from School to Job

06 | DELID – A Dialogue Approach to Developing E-Learning Courses

PAGE 22

29 | QUALIVET – Quality Development and Quality Assurance with Labour Market Reference PAGE 88

14 | europass+/Europass+

PAGE 44

38 | TQP-EU – Transnational Quality Project

PAGE 116

Flexi-Path

Flexible Professionalisation Pathways for Adult Educators between the 6th and 7th Level of EQF Project Type and Number: 2008-1-DE2-LEO05-00151, DE/08/LLP-LdV/TOI/147187

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.flexi-path.eu

www.adam-europe. eu/adam/project/view. htm?prj=3818

system level, provider level

adult education

adult education, higher education

Deutsches Institut für Erwachsenenbildung Heinemannstraße 12-14, 53175 Bonn GERMANY

Dr. Anne Strauch

E-Mail Tel/Fax

strauch@die-bonn.de +49 – 228 – 3294172

www.die-bonn.de/default.aspx

WHAT THE PROJECT IS ABOUT

EE, ES, IT, RO

RELEVANCE FOR QUALITY ASSURANCE

Although a well-recognised need, little attention has been paid to defining the contents and processes of initial training and the further professionalisation of staff working in adult learning. Flexi-Path facilitates the transparency and recognition of adult educator qualifications across Europe, making them comparable by having a common reference (EQF) and a common master adult educator profile which promotes the idea of mobility through standardised educational programmes and qualification levels. Flexi-Path also enhances the recognition and valorisation of adult educator learning that has occurred within non-formal and informal settings by means of a validation instrument. With the help of this validation instrument adult educators’ awareness of their knowledge and skills will be raised and they will be able to better plan their future professional development.

Models and tools

Tools and instruments

The Flexi-Path Toolkit developed enables to evidence and refer adult educators’ competencies to EQF levels 6 and 7.

Methodologies and procedures

Self-assessment/ self-evaluation

The Flexi-Path Toolkit is a self-evaluation toolkit – a validation instrument of adult educators’ competencies which meet EQF level 7 by adult educators themselves.

EQAVET quality cycle

Evaluation

The project is about validation and recognition of competencies in a specific sector, i.e. adult education. During self-assessment the adult educator indicates the assessed level (not met, level 6 met, level 7 met) against each competence as well as defines the supporting evidences and the developmental activities to follow.

MAIN PRODUCT 1

Common Competence Profile

Flexible professionalisation pathways for adult educators between the 6th and the 7th level of EQF RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER The document contains a description of the project, a national report and a suggested structure for a common European Master Adult Educator competence profile which provides a common referential for adult educators on EQF levels 6 (Bachelor) and 7 (Master). The document argues

convincingly for the need to make adult educators’ complex professional competencies more visible and acknowledged. It offers a framework which allows to relating these competencies to the EQF levels 6 and 7.

Although the approach is very sector-specific it may be transferred to related sectors such as social work.

RELATED PROJECTS Target group: Adult educators, management of adult education providers, certification bodies EMAE: www.die-bonn.de/doks/egetenmeyer0901.pdf

MAIN PRODUCT 2

Flexi-Path Toolkit

COUNTRY of the partner organisations

Process description and a well-elaborated, valuable and applicable self-evaluation toolkit for evidencing/validating generic competencies of adult educators which enables them to refer their work-based competencies to EQF levels

6 and 7 and to document these competencies in a portfolio. (The toolkit is presented in a professional and userfriendly manner).

Target group: Adult educators, management of adult education providers, certification bodies

GEMS

Guidance for Educators, Mentors and Students

Project Type and Number: ISL/06/B/F/PP-164005

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.leogems.org

www.adam-europe. eu/adam/project/view. htm?prj=4063

provider level, learning and teaching level

n/a

VET, AE, etc.

IDAN Skúlatún 2, 105 Reykjavík ICELAND

Helen Williamsdóttir Gray

E-Mail Tel/Fax

www.idan.is

WHAT THE PROJECT IS ABOUT

helen@idan.is +354 – 5 – 906423

COUNTRY of the partner organisations IS, UK, BE, SE, PL

RELEVANCE FOR QUALITY ASSURANCE

GEMS developed a simple but effective process for quality improvement and enhancement of learner experiences in a workbased learning environment within the hospitality and food sectors across Europe. The tools developed “A Guide for Coordinators and Mentors” in work-based learning in 5 languages and a “Student Logbook” in 5 languages, which are currently being implemented in an adapted form in the hospitality and food sectors in Icelandic VET schools as well as in the partner countries. The products are also being further adapted and transferred to new countries through a Leonardo partnership project through which they are used by 30 restaurants across Europe. Culinary and hospitality students on mobility grants also use the logbooks during training abroad.

Models and tools

EQAVET quality cycle

Criteria/indicators/ benchmarks

The Guide covers the set of standardised quality indicators specific to work-based learning which promote the transparency of competences among employers across Europe.

Tools and instruments

The Guide gives guidance on how educational leaders can increase the quality and transparency of practical training in the hospitality and food sector.

Implementation

The Guide describes the process of an international internship and contains suggestions which help the learners to manage the process from when they are accepted for an internship abroad until the successful completion of this experience with writing the final report.

MAIN PRODUCT 1

Gems

Guidance for Educators, Mentors and Students The guide addresses the planning, conditions and evaluation of work-based learning as well as communication techniques, health and safety, educational quality indicators and equality issues in the hospitality and food sectors across Europe.

There are three guides which complement each other: 1. The Coordinator and Mentor Guide 2. The Student Work-Based Learning Logbook – Preparation, and 3. The Work-Based Learning Logbook – Hospitality and Tourism

Target group: VET providers of hospitality and tourism training throughout Europe.

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER Could inform VET providers of workplace learning across the spectrum of occupations.

Guiding from School to Job

Professionalism in the Work with Young People at Risk of Social Exclusion/Guiding from School to Job Project Type and Number: D/05/B/F/PP-146 307

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.bildungsmarkt.de/ en/index.php?m=4&mi= 104&mid=159

www.adam-europe. eu/adam/project/view. htm?prj=2052

system level, provider level, learning and teaching level

human health; social work activities

VET, AE, etc.

Bildungsmarkt Vulkan GmbH Vulkanstrasse 13, 10367 Berlin GERMANY

Regina Walther

E-Mail Tel/Fax

rwalther@bildungsmarkt.de +49 – 30 – 55680927

www.bildungsmarkt.de

WHAT THE PROJECT IS ABOUT

COUNTRY of the partner organisations NL, IT, FR, DE, FI, PL, UK, TR

MAIN PRODUCT 3

The project evaluated the practice of guidance actually provided by the teaching and training staff, and the practice of guidance training for this staff. In a process of needs review and exchange of experience best practice was extracted and quality standards were proposed for guidance training to these “informal guidance workers”, which focus on • competences and learning aims,

Compilation

Practice Examples for Guidance and for Training in Guidance The report offers an overview of good practice examples of guidance from 7 countries and of training for guidance. Target group: System level; providers that offer training for guiders and counsellors and their clients themselves

• contents: adequate guidance methodologies, procedures, knowledge, networks, • didactic and logistic implementation in the education and training systems for different professional groups

(teachers, trainers, social workers, psychologists, etc.).

RELEVANCE FOR QUALITY ASSURANCE Models and tools

Standards

The Competence Profile for Guiders – Guiding Young People at Risk of Social Exclusion from School to Work is a set of seven core competences defining the quality required to offer good guidance as well as the quality standards for the guidance systems and their institutions. The discussion paper “Quality Control and Quality Development in Guidance” sets standards for the development and the control of quality in guidance training and guidance practice for each of the seven competences. The quality issues mentioned here are a selection of some of the core elements of the competence profile defining quality of guidance and quality of training for guidance.

Support

Good practice

The Compilation of Practice Examples for Guidance and for Training in Guidance offers a well-structured overview of good practice examples of guidance as well as good practice of training for guidance in various European countries.

EQAVET quality cycle

Implementation

The Competence Profile is an instrument to define and develop quality standards for the educational offer for future guiders by using the concept of competence and based on analysis and examples in the area of guidance.

MAIN PRODUCT 1

A Competence Profile for Guiders

Guiding Young People at Risk of Social Exclusion from School to Work The competence profile is centered around seven competences that define the quality required to offer good guidance. Target group: VET providers of hospitality and tourism training throughout Europe.

MAIN PRODUCT 2

Discussion paper

“Quality Control and Quality Development in Guidance” The paper is based on the competence profile and intends to contribute to a discussion about strategies for an efficient and effective control of quality and the continuous development of the quality of guidance; for each of the

7 competences there are standards defined both for the training and for the process of guidance itself. Furthermore there is a special focus on self-reflection in the guidance process. RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER

Target group: System level; providers that offer training for guiders and counsellors and their clients themselves Transfer to other countries would be easily possible, especially as what is still needed can be seen in the whole process of the project; can also be taken as good example for contexts other than guidance.

i2i

Internship to Industry

Project Type and Number: LLP-LdV/TOI/2007/SE/1291

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.internship2industry.eu

www.adam-europe. eu/adam/project/view. htm?prj=4323

provider level, learning and teaching level

professional, scientific and technical activities

VET, AE, etc.

Göteborgsregionens Tekniska Gymnasium Box 8090, 40278 Göteborg SWEDEN

Gisela Bohlin

E-Mail Tel/Fax

gisela.bohlin@gtg.se +46 – 31 – 7603430

www.gtg.se

WHAT THE PROJECT IS ABOUT

MAIN PRODUCT 3

The aim of this European Leonardo da Vinci project was to improve the quality of workplace training in industries in Europe. Useful manuals were developed to secure the whole process of work placement from the preparation to the point of admission to an internship. The manuals support schools, companies, exchange organisations as well as participants. European mobility is one possibility to increase the competitiveness of enterprises. Work placements improve the quality of education and the industrial location. In the project three web-based manuals were developed that provide assistance in the preparation, implementation and follow-up of stays abroad: manual for internship coordination in VET, manual for internship supervisors in VET, manual for internship trainees in VET.

Manual

Internship trainees in VET The manual helps trainees to prepare for the internship abroad by giving practical advice on how to act and behave at the workplace as well as how to cope with unexpected situations.The whole internship procedure is described step by step (before – during – after) in the perspective of the trainee. The manual also provides useful information about how to get out most personal benefits. Target group: Students, apprentices and young applicants who will do their internship in enterprises in the technical industry branch in Europe.

MAIN PRODUCT 1

Manual

Internship coordinators in VET The manual facilitates the internship process for coordinators who organise internships in the technical industry sector in Europe by describing the process/procedure step by step, i.e. how to plan an internship (both for hosting and

RELEVANCE FOR QUALITY ASSURANCE sending organisations), how to carry it out and how to follow it up. Coordinator tools developed on the basis of good practices of the project partners and also useful links support each section of the 15-page manual.

Target group: Internship coordinators in companies, schools, institutions, intermediary organisations, departments, etc. in Europe which supply and organise internships in the technical industry branch. Exchange organisations.

Internship supervisors in VET This manual supports the supervisor at the workplace by describing the different phases and the tasks of the supervisors in the internship procedure step by step and by giving him/her tools for how to supervise the trainee. The manual

Tools and instruments

The Manual for internship coordinators in VET facilitates the organisation of internships by describing the process step by step. Coordinator tools (forms and documents) are also provided. The Manual for internship supervisors in VET helps the supervisor at the enterprise/workplace how to supervise the trainee, how to support and guide the learning process of the trainees by describing the different phases in the internship procedure step by step. Supportive tools, forms, documents, etc. are also provided. The Manual for internship trainees in VET helps trainees to prepare for the internship abroad by describing again the whole procedure with all the steps to be taken, but in the perspective of the trainee. It also contains useful documents such as model contracts, checklists, addresses, etc.

MAIN PRODUCT 2

Manual

Models and tools

also contains information about some extra topics that can be useful for the job of a supervisor (e.g. communication, leadership styles, conflict management).

Target group: Internship managers and supervisors in enterprises in the technical/industrial branch.

I2I – Internship to Industry

Support

Titel

Good practice

EQAVET quality cycle

The supporting coordinators tools included in the Manual for internship coordinators in VET were developed on the basis of good practices of the project partners (e.g. documents such as matrix of competences, checklist for welcoming of trainees; and forms such as trainee application form, trainee’s self-assessment form, trainee’s folder, internship evaluation by the trainee).

Evaluation

At the end of/after the internship the trainee’s competences will be assessed and the internship project as a learning process be evaluated, feedback of the process collected.

Cycle as a whole

The 3 manuals – “Manual for internship coordinators in VET”, “Manual for internship supervisors in VET” and “Manual for internship trainees in VET” – describe the internship process step by step (before/during/after) with consideration of the quality cycle, i.e. how to plan an internship, how to carry it out, how to evaluate it and how to follow it up.

1 project from RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER

France

To other educational sectors where internships in foreign countries might be relevant, e.g. higher education.

21 | Improving the Quality of Guidance – AQOR

PAGE 62

Improving the Quality of Guidance – AQOR

(Améliorer la qualité de l’orientation)

Project Type and Number: LLP-LdV-TOI-2007-FR-037

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.aqor.droa-eu.org

www.adam-europe. eu/adam/project/view. htm?prj=4902&proj Lang=en

provider level

adult education

adult education, guidance and counselling

PRAO (Pôle Rhône-Alpes de l‘Orientation) 1 esplanade François Mitterrand, CS 20033, 69269 Lyon Cedex 02 FRANCE

Aline Grimand

(available only in fr, it, pl and cat)

www.prao.org (available only in French)

WHAT THE PROJECT IS ABOUT

E-Mail Tel/Fax

agrimand@rhonealpes.fr +33 – 4 – 72594885

COUNTRY of the partner organisations ES, IT

RELEVANCE FOR QUALITY ASSURANCE

Improving the quality of systems, professional practices and guidance services – that is the goal that seven European regions have set for themselves within the AQOR (Amélioration de la Qualité en Orientation – Improving the Quality of Guidance) transfer of innovations project. They also aimed at developing a shared and common culture among the actors of guidance in these European regions.

Models and tools

Criteria/indicators/ benchmarks

The Guide on Indicators contains a list of 42 indicators for quality which make it possible for any organisation wishing to implement a quality improvement process to benchmark their practices, structure and services.

Tools and instruments

A Questionnaire for self-evaluation and also instructions on how to fill in the questionnaire were developed.

Methodologies and procedures

Self-assessment/ self-evaluation

A Questionnaire for self-evaluation was developed for checking the opportunity of using the defined quality indicators for self-evaluation.

EQAVET quality cycle

Evaluation

A Questionnaire for self-evaluation was developed for checking the opportunity of using the defined quality indicators for self-evaluation.

The AQOR is a follow-up of the DROA (Network Development for Active Guidance) European Leonardo “network” project, which was conducted on an experimental basis and resulted in recommendations spotlighting the need to raise the quality of guidance.

MAIN PRODUCT 1

National research reports

The Guide contains a list of 42 indicators for quality. 4 national research reports (DK, SE, EE, IT) focusing on the status and provision of AE, the status of professionalisation

of adult educators and on opportunities and challenges related to the education of adult educators.

Target group: Organisations who want to benchmark their services, procedures and structures to others.

MAIN PRODUCT 2

National research reports

A questionnaire for self-evaluation was developed for checking the opportunity of using the defined quality indicators for self-evaluation. In the questionnaire the indicators are organised into 4 main chapters – 1. Delivery of the guidance service; 2. Planning; 3. Development of guidance service and 4. Organisation of guidance service.

There are questions allocated to each of the indicators. The evaluation takes place on the basis of a 5-grade scale and in every case should be supported by evidence. In a separate document instructions are given on how to fill in the questionnaire.

MEVOC

Quality Manual for Educational and Vocational Counselling

Project Type and Number: A/03/B/F/PP/158.015

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.mevoc.net

www.adam-europe. eu/adam/project/view. htm?prj=853

provider level, learning and teaching level

other service activities

VET, AE, etc.

Österreichisches Insitut für Bildungsforschung der Wirtschaft Rainergasse 38, 1050 Vienna AUSTRIA

Monika Thum-Kraft

E-Mail Tel/Fax

thum-kraft@ibw.atr +43 – 1 – 5451671-0

AT, UK, PL, RO, IT, NL, DE

www.ibw.at

WHAT THE PROJECT IS ABOUT

COUNTRY of the partner organisations

RELEVANCE FOR QUALITY ASSURANCE

The aim of the MEVOC project was to develop a practice-oriented, interactive online manual (see www.mevoc.net) to help educational and vocational counsellors to identify high-quality counselling.

Models and tools

Standards

The Quality Manual for Educational and Vocational Counselling focuses on MEVOC quali ty standards, i.e. the required knowledge, skills and competences for single coaching by educational and vocational counsellors.

Tools and instruments

The Interactive online manual for educational and vocational counselling is a collection of tools that help educational and vocational counsellors to identify high-quality counselling. The self-assessment tool has been developed on the basis of the MEVOC standards for counsellors to improve the quality of their own counselling.

Methodologies and procedures

Self-assessment/ self-evaluation

The self-assessment tool can be used for checking and self- evaluation of the educational and vocational counsellors’ skills and competences and for identifying areas for improvement.

EQAVET quality cycle

Planning

The development of quality standards for educational and vocational counselling is one of the essentials of quality assurance in this field.

Evaluation

The self-evaluation facilitates the assessment of their own counselling services for the educational and vocational counsellors and the improvement of the required competences.

MAIN PRODUCT 1

National research reports

The manual is a collection of tools that are available on the project homepage and that are linked to each other.

The idea and concept can be seen on the starting page of www.mevoc.net

Target group: Educational and vocational counsellors and their (potential) clients

MAIN PRODUCT 2

Quality standards for educational and vocational counsellors

The standards build on existing national and international guidelines and consist of four competence categories (“Education and Career”, “Counselling Practice”, “Personality” and “ICT Skills”); these are subdivided into 12 standards

that again consist of 35 required competences. These “final standards” are the result of a Delphi survey that led to a substantial reduction of the original “full version” of quality standards.

Target group: Educational and vocational counsellors

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER MAIN PRODUCT 3 Can be used in all countries, so transferability to all (EU) countries is good.

Self-assessment tool

The self-assessment tool has been developed on the basis of the MEVOC standards, i.e. the required skills and competences. It can be used for the self-evaluation of vocational

and career counsellors’ skills and competences and for identifying potential deficits. RELATED PROJECTS

Target group: Educational and vocational counsellors ECGC: www.ecgc.at, EMEVOC: www.emevoc.net

Peer Review Extended

Project Type and Number: EAC/32/06/13

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.peer-revieweducation.net

www.leonardodavinciprojekte.org/adam/ project/view.htm?prj=2958

system level not primarily but also connected; provider level, learning and teaching level

VET

VET, AE, etc.

öibf – Österreichisches Institut für Berufsbildungs forschung / Austrian Institute for Research on Vocational Training Biberstraße 5/6, 1010 Vienna, AUSTRIA

Maria Gutknecht-Gmeiner

E-Mail Tel/Fax

m.gutknecht-gmeiner@impulse.at +43 – 1 – 3103334-0 +43 – 1 – 3197772

www.oeibf.at

WHAT THE PROJECT IS ABOUT

Models and tools

Tools and instruments

A practical Peer Review toolbox supports the institutions – IVET providers in implementing peer reviews.

EQAVET quality cycle

Evaluation

Report “Peer Review and the CQAF”: The peer review is an innovative methodology for external evaluation in VET which adds to the methodological repertoire of the CQAF model.

Cycle as a whole

Report “Peer Review and the CQAF”: The European peer review procedure was developed as a systematic procedure following very clearly and transparently the 4 elements/phases of the CQAF model: Preparation (Planning) – Peer Visit (Implementation) – Peer Review Report (Evaluation) – Putting plans into action (Follow-up and procedures for change).

The project Peer Review Extended resulted in 4 more peer reviews (AT, DE, ES, HU) which continued the fine-tuning of the European peer review procedure as an element of the Common Quality Assurance Framework (CQAF) through practical experimentation and also the development of the online peer review toolbox. The project also investigated the potential contribution of peer review to the further development of the CQAF.

MAIN PRODUCT 1 Online and on CD (revised in Peer Review Extended II, current version available online). The Peer Review Toolbox complements the European Peer Review Manual for Initial VET, providing forms, checklists, additional information and recommendations. It is a practical tool for the IVET

provider level as well as for the system level(s). In addition to the English and German versions the toolbox is available in Hungarian, Italian, Spanish and Catalan. The Toolbox is available on CD-ROM (EN, DE) as well as in electronic format from the project website (EN, DE, HU, IT, ES, CA).

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER Multisectoral for economic sectors, transferable to other educational sectors.

RELATED PROJECTS MAIN PRODUCT 2 Peer Review in initial VET and Peer Review Extended II; Peer Review Impact

Report

“Peer Review and the CQAF” Peer Review as an innovative methodology for external evaluation in VET and its contribution to the further development of the “Common Quality Assurance Framework“ (CQAF)”. This report was elaborated by the partnership upon request from the European Commission in order to support Euro-

AT, CZ, DK, ES, FI, PT, SI, UK

RELEVANCE FOR QUALITY ASSURANCE

The growing interest in the methodology of peer review has led to the follow-up project “Peer Review Extended” (2007). The project was built on the results of the previous project “Peer Review in initial VET” (AT/04/C/F/TH-82000) in which a common European peer review procedure was developed and introduced as a promising new instrument for quality assurance and quality development in the initial VET sector (ISCED 3/4) throughout Europe.

Peer Review Toolbox

COUNTRY of the partner organisations

pean developments in quality assurance in VET. The report investigates and shows that peer review fully corresponds to the central tenets and goals of the “Common Quality Assurance Framework” and also in which areas and how it can/is expected to contribute to the further development of the CQAF model.

Peer Review Extended II

Project Type and Number: LLP-LDV-TOI-07-AT-0011

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.peer-revieweducation.net

www.adam-europe. eu/adam/project/view. htm?prj=2958

system level not primarily but also connected; provider level, learning and teaching level

other service activities

VET, AE, etc.

öibf – Österreichisches Institut für Berufsbildungs forschung / Austrian Institute for Research on Vocational Training Biberstraße 5/6, 1010 Vienna, AUSTRIA

Maria Gutknecht-Gmeiner

E-Mail Tel/Fax

m.gutknecht-gmeiner@impulse.at +43 – 664 – 2365980

AT, CZ, DK, ES, FI, PT, SI, UK

www.oeibf.at

WHAT THE PROJECT IS ABOUT

COUNTRY of the partner organisations

MAIN PRODUCT 2

The project facilitated the transfer and further development of the European peer review methodology as an element of the Common Quality Assurance Framework (CQAF).

European Peer Training Curriculum

The specific aims of the current project were to: 1. Support the (further) dissemination and transfer of the methodology of the predecessor project “European Peer Review” in the participating countries and facilitate the adaptation of the procedure to the needs and situations in the “new” countries (CZ, SI, TR),

The European Peer Curriculum was designed by a transnational expert team to conduct peer training. It has a modular structure and consists of the following parts: a competence profile of the peers and a curriculum based on this profile; a section on quality assurance of the train-

ing; a detailed description (including tips for trainers) of the seven modules which make up the curriculum; cases of good practice from Austria, Finland and Denmark; and a self-supported web-based training.

Target group: Trainers who want to conduct peer training; training managers in institutions who want to conduct peer training; teachers/trainers in VET who are interested in peer review; prospective peers

2. Transfer the European peer review methodology to continuing VET, 3. Improve and enhance the use of the European peer review methodology through the development of face-to-face peer

training/guidelines for peers, 4. Provide further practical experimentation (continuing VET; new types of schools including schools for apprenticeship

training), and 5. Investigate the benefits of peer review and support the sustainable implementation of peer review as an element of the

MAIN PRODUCT 3

Peer Review Readers

CQAF at national and European levels.

European Peer Review Reader, Developments and experiences 2004–2009 The European Peer Review Reader covers all activities and aspects of the “European Peer Review experience”, partners from all three projects have contributed their experiences, reflections, and future plans. Its content includes: 1. Presentation of the experiences of the European peer review initiative. 2. Theoretical inputs.

MAIN PRODUCT 1

European Peer Review Manual for VET

3. Practical recommendations for the different stakeholder groups

This manual is a revision of the “European Peer Review Manual for initial VET”, which was developed in the project “Peer Review in initial VET” (2004-2007) by a transnational team of experts. The manual was adapted for use both in initial and continuing VET. Changes first and foremost concern the terminology and the quality areas and indicators

(VET providers, peers, national level, European level).

used. It contains 11 chapters: an introduction to peer review, an overview of the procedure, 4 chapters giving stepby- step guidelines to peer review, a chapter on the quality areas, one on the peers, literature and resources, a glossary, and a list of project partners involved. The manual has 50 pages and is available in English as pdf file for download.

Target group: Peers, VET providers who want to conduct peer review, stakeholders, national authorities, higher education, European networks/institutions

RELEVANCE FOR QUALITY ASSURANCE Target group: Management of VET providers, teachers/trainers in VET, quality managers Models and tools

Quality management systems

The European Peer Review Manual for VET describes an overall system of managing quali ty of VET provision by combining self-assessment with an external evaluation by peers.

Peer Review Extended II

Titel

Standards

The European Peer Review Manual for VET provides a standard for conducting peer reviews across Europe.

Criteria/indicators/ benchmarks

The European Peer Review Manual for VET includes quality criteria and indicators (quality areas) for assessing VET provision on the provider level. The quality areas follow the quality cycle. On a meta level the European Peer Review Manual for VET also provides criteria for a high-quality conduct of peer reviews.

Tools and instruments

The European Peer Review Manual for VET is supported by a toolbox which contains forms, questionnaires and checklists for peer review.

Self-assessment/ self-evaluation

The European Peer Review Manual for VET describes the European peer review procedure which builds upon self-assessment/self-evaluation and combines it with an external evaluation.

External assessment/ external evaluation

The European Peer Review described in the European Peer Review Manual for VET is a new form of external evaluation conducted by peers, i.e. colleagues from other institutions.

Training

A Peer Training programme prepares the peers for the tasks.

Good practices

The Peer Review Readers present good practices from the three EU LdV peer review projects.

Evaluation

The European Peer Review Manual for VET: peer review is a novel methodology for external evaluation on VET provider level.

Cycle as a whole

The European Peer Review targets Phase 3 of the quality cycle. Additionally, the peer review methodology as a systematic procedure comprises all phases of the cycle as described in the European Peer Review Manual for VET. The quality areas also follow the quality cycle.

Methodologies and procedures

Support

EQAVET quality cycle

3 projects from

Bulgaria

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER To other educational sectors: school sector (general education), adult education; links to higher education.

RELATED PROJECTS Peer Review initial VET, Peer Review Extended, Peer Review Impact

07 | Development of a Validation Framework for Mentoring

PAGE 24

27 | QA in YCC â&#x20AC;&#x201C; Quality Assurance in Youth Career Consultancy

PAGE 80

39 | Validating Mentoring 2

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Peer Review in Initial VET

Project Type and Number: A/04/C/F/TH-82000

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.peer-revieweducation.net

www.leonardodavinciprojekte.org/adam/ project/view. htm?prj=1656

system level not primarily but also connected; provider level, learning and teaching level

VET

VET, AE, etc.

öibf – Österreichisches Institut für Berufsbildungsforschung Wipplingerstraße 35/4, 1010 Vienna AUSTRIA

Maria Gutknecht-Gmeiner

E-Mail Tel/Fax

m.gutknecht-gmeiner@impulse.at +43 – 1 – 3103334-0 +43 – 1 – 3197772

www.oeibf.at

WHAT THE PROJECT IS ABOUT

MAIN PRODUCT 3

The project aimed at introducing peer review as a new instrument for quality assurance and quality development/quality improvement in the initial vocational education and training sector throughout Europe.

Synthesis report

A common European standard for implementing peer reviews was developed to promote co-operation and understanding as well as enhance transparency between the diverse initial vocational education and training systems in Europe.

The Transnational Synopsis Report is one of the results of the first phase of the project which has been dedicated to research, identification of good practice and definition of core criteria for the development of the Peer Review Manual. The report is mainly based on information from 10 national reports (AT, CH, DK, FI, HU, IT, NL, PT, RO, UK-SC). Relevant data was obtained on two issues: 1. To provide an inventory of the status quo concerning national, regional, sectoral or local quality assurance (QA) and qual-

ity development (QD) procedures in their VET systems, with special emphasis on the specific procedures and practices of the involved partners (VET providers and educational stakeholders). MAIN PRODUCT 1

2. To analyse the needs and the key issues concerning the peer review instrument in the partner countries (e.g. experiences,

conditions, quality areas).

European Peer Review Manual for initial VET

The European Peer Review Manual for Initial VET is the key product of the project. It introduces a European standard procedure for the use of peer reviews in the initial vocational education and training. The manual provides an instrument for the application of peer reviews for all institutions, experts, decision-makers, etc. involved in the IVET system who are interested in quality assurance and quality development/improvement. Its focus is on a practical approach. The manual offers directly implementable guidelines for

IVET providers who want to introduce peer reviews in their quality assessment and quality development/improvement procedures. RELEVANCE FOR QUALITY ASSURANCE The final version of the European Peer Review Manual for Initial VET is online, available in all languages of the participating countries, on the project website www.peer-revieweducation.net.

MAIN PRODUCT 2

Web-based Training for Peers

The web-based Peer Training Programme contains information and exercises on relevant aspects for carrying out a peer review, e.g. information on peer review as an evaluation tool, on external visits, external inspection and

Models and tools

Quality management systems

The European Peer Review Manual for Initial VET describes an overall system of managing the quality of initial VET provision by combining self-assessment with an external evaluation by peers.

Standards

The European Peer Review Manual for Initial VET describes a European standard for carrying out peer reviews in initial vocational education and training across Europe.

Criteria/indicators/ benchmarks

The European Peer Review Manual for Initial VET includes quality criteria and indicators (quality areas) for assessing initial VET provision on the provider level. The quality areas follow the quality cycle.

external assessment, the quality areas, the various roles of peers and their related tasks, qualitative research methods, analysis of data, and relevant soft skills.

On a meta level the European Peer Review Manual for Initial VET also provides criteria for a high-quality conduct of peer reviews in initial vocational education and training. Tools and instruments

The European Peer Review Manual for Initial VET is supported by a toolbox which contains forms, questionnaires and checklists for peer review.

Peer Review in Initial VET

Methodologies and procedures

Titel

Self-assessment/ self-evaluation

The European Peer Review procedure, which is described in full in the European Peer Review Manual for Initial VET, builds upon self-assessment/self-evaluation and combines it with an external evaluation.

External assessment/ external evaluation

The European Peer Review procedure, which is described in full in the European Peer Review Manual for Initial VET, is a new form of external evaluation conducted by peers, i.e. colleagues from other institutions.

Support

Training

A web-based Peer Training Programme prepares the peers for their tasks.

EQAVET quality cycle

Planning

The European Peer Review Manual for Initial VET describes the tasks to be accomplished by both the peers and the institutions – IVET providers in the preparation/planning phase (Phase 1).

Implementation

The European Peer Review Manual for Initial VET describes how to implement a peer review visit (Phase 2) by the peers in an institution – IVET provider.

Evaluation

The European Peer Review Manual for Initial VET describes the European Peer Review procedure for initial VET which is a novel methodology for external evaluation on VET provider level.

Review

The European Peer Review Manual for Initial VET describes the tasks to be accomplished by an institution – IVET provider in the follow-up of the peer review (Putting plans into action – Phase 4).

Cycle as a whole

The European Peer Review Procedure for Initial VET targets Phase 3 of the quality cycle. Additionally, the peer review methodology as a systematic procedure comprises all phases of the cycle as described in the European Peer Review Manual for Initial VET. The quality areas also follow the quality cycle.

1 project from

Norway

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER Multisectoral for economic sectors, transferable to other educational sectors.

RELATED PROJECTS Peer Review Extended, Peer Review Extended II, Peer Review Impact

13 | EQUASS – European Quality in Practice Implementation of Quality Assurance for VET Providers in Vocational Rehabilitation according to the EQUASS Assurance Standard (European Quality in Services) in some selected EU Countries. PAGE 42

QUALC

Quality Assurance Network for Adult Learning Centres

Project Type and Number: 134388-LLP-1-2007-1-SE-GRUNDTVIG-GMP

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.efquel.org/tools/ qualc

n/a

provider level, learning and teaching level

adult education

VET, AE, etc.

CFL Soderhamn/CENTRUM FOR FLEXIBELT LARANDE SODERHAMNS KOMMUN Sodra Jarnvagsgatan 7, 82680 Soderhamn SWEDEN

Dan Jonsson

E-Mail Tel/Fax

dan.jonsson@soderhamn.se +46 – 270 – 76620

SE, BE, DE, FR, IT, RO, UK

www.cfl.se

WHAT THE PROJECT IS ABOUT

COUNTRY of the partner organisations

MAIN PRODUCT 3

The aim of QUALC was to establish higher quality in adult learning. In order to improve the quality QUALC has provided solutions as well as consulting implementation services for adult learning centers (ALC) and their capability maturity process. The project has undertaken research and analysis about the nature of ALC in different European countries and developed operational tools, processes and criteria.

Toolkit documents 1. Self-Assessment Matrix

Tool 2. Self-Assessment Report 3. Improvement Plan

The self-evaluation process is designed to assess strengths – weaknesses, constraints – opportunities, ambitions and resources of ALOs. The process is also designed to lead the institution to judge the overall effectiveness of its own

processes of quality assurance. This phase is intended to be reflective rather than promotional, and analytical as well as descriptive.

Target group: Adult learning organisation (ALO) staff and learners, also other stakeholders and other organisations who are active in the field of lifelong learning.

MAIN PRODUCT 1

Handbook

Quality Assurance Network for Adult Learning Organisations (QUALC Handbook) RELEVANCE FOR QUALITY ASSURANCE The handbook shows the results of the QUALC project, highlighting the innovative QUALC quality approach, which can be adopted to improve quality for the key stakeholders in adult learning: the learners, the learning organisation and the communities in which learning takes place.

A separate Piloting Guide accompanies this handbook during the evaluative phase of the project development. The QUALC scheme and process were piloted to ensure that it is robust and fit for purpose.

Models and tools

Quality management systems

The QUALC Handbook describes the common European quality assurance model that has been developed for assuring high quality of training provided in adult learning centres.

Standards

The QUALC Pre-Application and Criteria Matrix contains the minimum standards defined (eligibility criteria) that any adult learning organisation (ALO) wanting to enter the QUALC process must comply with.

Criteria/indicators/ benchmarks

The QUALC self-assessment matrix contains the quality criteria for self-assessment (6 areas and criteria and sub-criteria for each area).

Tools and instruments

The QUALC Handbook is accompanied by a toolkit which contains adaptable documents or tools which can be used to improve the standards of learning in ALOs across Europe.

Self-assessment/ self-evaluation

In the QUALC Toolkit document the self-assessment methodology and process was designed to help the ALC in assessing and improving the quality of their learning provisions.

Target group: Adult learning organisation (ALO) staff and learners but is also of interest to stakeholders and other organisations who are active in the field of lifelong learning.

MAIN PRODUCT 2

2 Toolkit documents

QUALC Pre-Application and Criteria Matrix. To assure a permanent level of quality the adult learning organisation (ALO) has to comply with at least 3 out of the 4 criteria of the eligibility check. Eligible ALOs then proceed to a positioning questionnaire. By means of this question-

naire QUALC decides on whether the ALO needs some preentry support or if they may proceed to the next phase, which is the actual benchmark process.

Target group: Adult learning organisation (ALO) staff and learners, also other stakeholders and other organisations who are active in the field of lifelong learning.

Methodologies and procedures

QUALC – Quality Assurance Network for Adult Learning Centres

EQAVET quality cycle

Evaluation

Review

Titel

In the QUALC Toolkit document the self-assessment methodology and process was designed to help the ALC in assessing and improving the quality of their learning provisions.

The QUALC Self-Evaluation Process is also designed to assist ALOs to plan for future change. The improvement plan identifies what actions are required to improve their performance and the quality of learning provisions to meet the stakeholders’ expectations.

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER All other sectors, can be transferred to other adult learning organisation (ALO) staff and learners, also to other stakeholders and other organisations who are active in the field of lifelong learning.

3 projects from

RELATED PROJECTS MoRobE: www.morobe.de INTERSTUDY: http://staff.ttu.ee/~tauno/Artiklid/Sell_REM.pdf

Italy

10 | EMPOWER – European Melting Pot Wide Range Quality System

PAGE 34

16 | EXPERO2EU – Expero in European Union: Focus on Mechatronics

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34 | Reflect OR – Reflective Practices for Professional Guidance Pratictioners

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QA in YCC

Quality Assurance in Youth Career Consultancy

Project Type and Number: BG/06/B/F/PP-166.013

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

http://vqac.org

www.adam-europe. eu/adam/project/view. htm?prj=4165

system level, provider level

other service activities

VET, AE, etc.

Student computer art society /SCAS/ 10 Narodno sabranie sq, 1000 Sofia BULGARIA

Rosen Petkov

E-Mail Tel/Fax

rosen@scas.acad.bg +359 – 2 – 9870293

www.scas.acad.bg

WHAT THE PROJECT IS ABOUT

UK, IE, BG, SK

MAIN PRODUCT 3

The aim of the project was to improve the quality of youth career services and to provide the key stakeholders with innovative QA tools and instruments.

Online platform

“Virtual Quality Assurance Center for Youth Career Consultancy” The Virtual Quality Assurance Center (VQAC), available at “www.vqac.org”, is an online database, a comprehensive training tool and resource center for quality assurance (QA)

MAIN PRODUCT 1

Consultancy Manual

Quality Assurance in Youth Career The manual is a comprehensive training material, presenting the conceptual framework of quality assurance in the field of youth career consultancy. The manual also pays

COUNTRY of the partner organisations

in youth career guidance featuring innovative content and tools.

Target group: Youth career consultants, managers of youth centers and career services, instructional designers and policy makers. special attention to quality assurance of the guidance services provided for young people with fewer opportunities /YFO/. RELEVANCE FOR QUALITY ASSURANCE

Target group: Career services managers and consultants, youth workers and trainers. Quality assurance bodies, e.g. quality assurance agencies and institutions in career guidance in general and youth career services in particular, including the guidance services for young people with few opportunities (YFO).

MAIN PRODUCT 2

QA workbook

Models and tools

Quality management systems

The Quality Assurance in Youth Career Consultancy Manual introduces the quality assurance framework (QAF) for youth career guidance together with practical aspects of QA implementation within an institution – career service/guidance provider helping then to develop a quality assurance system and maintain it.

Criteria/indicators/ benchmarks

The Quality Assurance in Youth Career Consultancy Manual introduces the set of quality indicators (QA) and the indicators model (QM) as well as the role of quality indiators in the QA process.

Tools and instruments

The QA workbook: “QA Tools and Case Studies in Youth Career Consultancy” and the Online platform: “Virtual Quality Assurance Center for Youth Career Consultancy” provide a set of practical tools that support and facilitate the QA implementation in the field of youth career guidance.

“QA Tools and Case Studies in Youth Career Consultancy” The QA Workbook is a practice-oriented training material aiming to provide a set of practical tools and case studies

that support and facilitate the QA implementation in the field of youth career guidance.

Target group: Youth career consultants and youth workers; managers of career services, youth centres or VET institutions; instructional designers; career consultants working with young people with fewer opportunities; youth career consultants and youth workers.

QA in YCC Quality Assurance in Youth Career Consultancy

Support

Training

EQAVET quality cycle

Titel

The Quality Assurance in Youth Career Consultancy Manual is a comprehensive training material, presenting the conceptual framework of quality assurance in the field of youth career consultancy. The QA workbook: “QA Tools and Case Studies in Youth Career Consultancy” is a practice-oriented training material aiming to provide a set of practical tools to support and facilitate the QA implementation in the field of youth career guidance.

Good Practice

The QA workbook: “QA Tools and Case Studies in Youth Career Consultancy” and the Online platform: “Virtual Quality Assurance Center for Youth Career Consultancy” contain case studies that support and facilitate the QA implementation in the field of youth career guidance.

Planning

Within the quality assurance framework (QAF) for youth career guidance introduced in the Quality Assurance in Youth Career Consultancy Manual indicators are defined and especially developed for youth career service. The framework also helps the institutions to design and develop their QA systems.

Implementation

The QA workbook: “QA Tools and Case Studies in Youth Career Consultancy” concentrates on the practical implementation of QA within an organisation – youth career provider. The Quality Assurance in Youth Career Consultancy Manual describes how to implement the indicators based on a 5-step (context-input-process-output-outcome) approach to quality.

Evaluation

The Quality Assurance in Youth Career Consultancy Manual and the QA workbook: “QA Tools and Case Studies in Youth Career Consultancy” emphase the importance of the specially developed quality indicators (QI) and the proposed indicators model (IM) for the assessment of a quality characteristic or the achievement of quality objectives.

Cycle as a whole

The concept of the Quality Assurance Framework and the QA implementation in youth career consultancy presented in the Quality Assurance in Youth Career Consultancy Manual is fully in line with the logic of the Common Quality Assurance Framework in VET (CQAF).

5 projects from

Austria

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER To other areas where career services and guidance are used, especially for other disadvantaged groups.

22 | MEVOC – Quality Manual for Educational and Vocational Counselling

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23 | Peer Review Extended

PAGE 66

24 | Peer Review Extended II

PAGE 68

25 | Peer Review in Initial VET

PAGE 72

30 | QUINORA – International Quality Assurance Programme in Vocational Orientation

PAGE 90

Quality Management of Peer Production of eLearning

Project Type and Number: 134009-LLP-1-2007-1-FI-LEONARDO-LMP

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.qmpp.net

www.adam-europe. eu/adam/project/view. htm?prj=3803

system level, provider level

other service activities

VET, AE, etc.

HCI Productions Oy Kutomotie 16 A, FI-00380 Helsinki FINLAND

Ari-Matti Auvinen

E-Mail Tel/Fax

ama.auvinen@hci.fi +358 – 10 – 2310940

www.hci.fi

WHAT THE PROJECT IS ABOUT

COUNTRY of the partner organisations BE, DE, ES, FI, IT

MAIN PRODUCT 3

The overall aim of the project was to accelerate the creation of peer-produced e-Learning content by providing a methodo logy and a process to manage its quality. The specific aim of the project was to develop a solid approach and methodology on how to organise and support the quality management process of peer-produced e-learning content. The project itself did not take a position of the e-learning tools (such as e-learning platforms or Learning Management Systems) used but developed and implemented a systematic process for the quality management of peer-produced e- learning content. The project validated the developed methodology through three pilots in three different VET entities and thus had the opportunity to consolidate the piloting experiences to the actual toolset developed and the training sessions organised.

Benchmarking Peer Production Mechanisms, Processes & Practices

Report identifying key approaches of quality management in peer production of e-Learning content by benchmarking peer production practices and processes.The product explains e.g. approaches and methodology of peer production, evaluation of quality requirements and quality

management processes in the production of eLearning. The report presents both the results of the benchmarking activities as well as the reports of the proceedings of the expert panels.

Target group: All educators and trainers in VET as well as professional continuing education. These products can also be applied in other education and training levels.

MAIN PRODUCT 1

The QMPP (Quality Management for Peer Production) Handbook (+ Extract of the QMPP Handbook).

The QMPP handbook is a practical guide to improve the quality of peer-produced eLearning content. The handbook provides a clear path through the different steps of quality

procedures of eLearning content. The handbook also provides a number of interesting, real-life cases of quality improvement of peer-produced eLearning content.

RELEVANCE FOR QUALITY ASSURANCE Models and tools

Target group: All educators and trainers in VET as well as professional continuing education. These products can also be applied in other education and training levels.

Quality management systems

The Handbook concentrates on quality management of peer productions as a systematic process.

MAIN PRODUCT 2

The Setting the Scene – indroduction to quality in peer production of eLearning.

The QMPP (Quality Management for Peer Production) Handbook includes theoretical orientation of peer production and standards and quality models for production. The handbook provides a clear path through the different steps of quality procedures as well as those to improve the quality of peer-produced eLearning content.

The product is a thorough analysis of the state of the art of the various quality approaches to peer-produced materials as user-genereted content.The main contents of this

product are quality approaches to peer production, quality development of peer production, technical tools and technologies of peer production and the peer production cycle.

Target group: All educators and trainers in VET as well as professional continuing education. These products can also be applied in other education and training levels.

Tools and instruments

The Setting the Scene – indroduction to quality in peer production of eLearning contains quality approaches to peer production, technical tools and technologies of peer production and the peer production cycle. The tools included in the Report “Benchmarking Peer Production Mechanisms, Proces ses & Practices” explain the benchmarking mechanism, processes, approaches and methodologies of peer production of eLearning content.

Quality Management of Peer Production of eLearning

Methodologies and procedures

Titel

Self-assessment/ self-evaluation

The process is based on peer review orientation (which builds upon self-assessment/selfevaluation and combines it with an external evaluation).

External assessment/ external evaluation

The process is based on peer review orientation (which is a new form of external evaluation conducted by peers, i.e. colleagues from other institutions).

Support

Good Practice

The QMPP (Quality Management for Peer Production) Handbook also provides a number of interesting, real-life cases of quality improvement of peer-produced eLearning content.

EQAVET quality cycle

Cycle as a whole

The QMPP (Quality Management for Peer Production) Handbook concentrates on quality management of peer productions as a systematic process. It provides a clear path through the different steps of quality procedures as well as those to improve the quality of peer-produced eLearning content.

1 project from

Belgium RECOMMENDATIONS for Dissemination and Transfer The products and process can be transferred to similar processes in the whole education sector. The methods and process are generic.

RELATED PROJECTS MoRobE; INTERSTUDY

37 | SEALLL â&#x20AC;&#x201C; Self Evaluation in Adult Life Long Learning

PAGE 114

QUALIVET

Quality Development and Quality Assurance with Labour Market Reference Project Type and Number: D/05/B/F/PP-146 274

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.qualivet.info

www.adam-europe. eu/adam/project/view. htm?prj=2039

provider level, learning and teaching level

professional, scientific and technical activities

VET, AE, etc.

Institut Technik und Bildung (ITB) der Universität Bremen Am Fallturm 1, 28359 Bremen GERMANY

Prof. Dr. Georg Spöttl

www.itb.uni-bremen.de

WHAT THE PROJECT IS ABOUT

E-Mail Tel/Fax

spoettl@uni-bremen.de +49 – 421 – 2184648

COUNTRY of the partner organisations SI, NL, AT, UK, CZ, ES, DE

RELEVANCE FOR QUALITY ASSURANCE

The aim of the project was to engineer a quality development system for educational initial training in the field of metal production by means of which the quality of courses can be improved and secured.

Models and tools

Standards

The QualiVET Quality Development Framework (QDF) contains standards determining the quality demands, i.e. what the school, the school organisation, students, teaching staff, etc. should know and be able to do as a result of the study process or the contents.

Criteria/indicators/ benchmarks

The Quality Development Framework (QDF) according to which the teachers can selfassess themselves consists of indicators characterising the quality requirements, quality demands determined by the standards.

Methodologies and procedures

Self-assessment/ self-evaluation

A set of 28 shaping-oriented indicators helps teachers and trainers and / or teaching teams to do a self-assessment of their professional practice and, based on this, to identify and develop new teaching and learning practices.

Support

Good Practice

The development of the Quality Development Framework (QDF) was based on analysis reports and case studies on the status of the implementation of quality management systems in VET institutions (metal sector) in 7 European countries.

EQAVET quality cycle

Evaluation

The QDF constitutes a framework according to which the teachers can self-assess themselves to develop improvements for learning processes in the metal sector supported by shapeable indicators and a team concept.

Review

The QDF provides for the definition of concrete actions for improving quality based on the teachers’/trainers’/teaching teams’ own professional judgement.

MAIN PRODUCT 1

QDS Quality Development System

QDS is an instrument and guideline for teachers and trainers to develop improvements for learning processes in the

metal sector supported by shapeable indicators and a team concept.

Target group: VET teachers and trainers in the metal sector

MAIN PRODUCT 2

Case studies and country reports from 7 countries

Country reports and cases of good practice from Austria, Czech Republic, Germany, the Netherlands, Slovenia, Spain and the UK Target group: VET teachers and trainers in the metal sector

MAIN PRODUCT 3

Quality indicators and standards

The 28 quality indicators and the standards for VET in the metal sector intend to be the tool to improve the learning offers in VET in the metal sector. The Quality Development Framework and the 28 indicators (Main product 3) are Target group: VET teachers and trainers in the metal sector

included in one single product named “QualiVET Quality Development Framework (QDF) Guideline, Shaping-Oriented Indicators, Team Concept”.

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER Transferability to other economic sectors is easily possible, can also be used with other quality assurance sytems/activitites.

QUINORA

International Quality Assurance Programme in Vocational Orientation

Project Type and Number: A/05/B/F/PP-158.201

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.quinora.com

www.adam-europe. eu/adam/project/view. htm?prj=1783

system level, provider level, learning and teaching level

education

VET, AE, etc.

abif – Wissenschaftliche Vereinigung für Analyse Beratung und interdisziplinäre Forschung Einwanggasse 12/5, 1140 Vienna AUSTRIA

Karin Steiner

E-Mail Tel/Fax

steiner@abif.at +43 – 1 – 52248 73

UK, ES, SE, DE, IT, AT, BG

www.abif.at

WHAT THE PROJECT IS ABOUT

COUNTRY of the partner organisations

MAIN PRODUCT 3

The main aim of the project was to develop a quality assurance programme in scope of international quality standards and an e-learning tool to implement these measures on the system and meta level. QUINORA is a response to the internationalisation of the vocational and career guidance market and provides European benchmarks and best practices. The project particularly helped to: 1. raise awareness for the influence of different core actors on the quality of vocational orientation and activation,

QUINORA Quality Handbook

Guidance in group settings (German) The handbook includes the 7 quality guidelines, the theory modules of the QUINORA curriculum, the exercises and the

knowledge test questions. It is the basis for the implementation of guidance in group settings.

Target group: Managers of providers, responsible authorities (e.g. educational, labour) and commissioning agencies (e.g. public employment services), trainers

2. objectify calls for tender processes, improve proposals and select best offers, 3. improve the communication between core actors. During an extensive comparative synthesis report the project first

identified existing quality standards and programmes in EU countries. A further step was to develop international quality standards for vocational orientation and activation training adapted for the management level of vocational orientation and guidance measures and an e-learning tool which teaches institutions to implement the quality standards step by step. An e-library with additional information for quality in guidance was developed along the two.

RELEVANCE FOR QUALITY ASSURANCE Models and tools

Standards

The QUINORA Guidelines for Quality Development in Vocational Orientation and Activation Measures for Job Seekers on the System Level as well as the QUINORA Quality Handbook for guidance in group settings contain the defined common international quality standards (7 quality domains) for training measures in vocational orientation and activation focusing especially on the management level of relevant labour market actors.

Tools and instruments

The QUINORA Guidelines for Quality Development in Vocational Orientation and Activation Measures for Job Seekers on the System Level work in detail on the essential aspects of the seven identified fields of quality (“quality domains”) in a context-oriented way. The QUINORA Quality Handbook for guidance in group settings includes the 7 quality guidelines, the theory modules of the QUINORA curriculum, the exercises and the know ledge test questions and is the basis for the implementation of guidance in group settings.

Training

The QUINORA Blended Learning Curriculum contains – on the basis of 7 quality domains – 23 thematic modules available as an online e-learning tool/material which teach institutions to implement the quality standards step by step and contain 1. goals, 2. theory, 3. best practices, 4. exercises and knowledge tests.

MAIN PRODUCT 1

QUINORA Guidelines

QUINORA Guidelines for Quality Development in Vocational Orientation and Activation Measures for Job Seekers on the System Level The “guidelines” provide a framework for cooperation between different actors in the area of vocational orientation

and guidance, i.e. mainly trainers, providers and commissioning agencies/educational authorities responsible.

Target group: Managers of providers, responsible authorities (e.g. educational, labour) and commissioning agencies (e.g. public employment services), trainers

MAIN PRODUCT 2

QUINORA Blended Learning Curriculum

In the scope of the project a multilingual curriculum for people employed in the field of guidance – specifically in the planning, implementation and quality assurance of

group measures in the field of vocational guidance and activation – was developed.

Target group: People employed in the scope of vocational orientation and activation, specifically in the planning, implementation and quality assurance of group measures in the field of guidance: managers of providers, trainers, responsible authorities

Support

QUINORA – International Quality Assurance Programme in Vocational Orientation

Good Practice 92

EQAVET quality cycle

Cycle as a whole

Titel

The QUINORA Blended Learning Curriculum contains – on the basis of 7 quality domains – more than 40 best practices.

The QUINORA Quality Guidelines – next to motivation, qualification and competences of trainers – take also into consideration the interaction of stakeholders in planning, implementation and post-processing (analysis of feedback, control of success by means of criteria defined a-priori) as well as the integration of experiences into the planning and realisation of future or follow-up measures which all are decisive for the total process quality.

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER Transfer of guidelines is possible to other areas where there are publicly commissioned trainings; training programme can be used in other contexts with adaptations.

2 projects from

Sweden

20 | i2i – Internship to Industry

PAGE 58

26 | QUALC – Quality Assurance Network for Adult Learning Centres

PAGE 76

QVETIS

Training in Quality: VET and Enterprises

Project Type and Number: ES/07/LLP-LDV/TOI/149036

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.traininginquality.eu

www.adam-europe. eu/adam/project/view. htm?prj=4094&page=1

system level (not primarily targeted but concerned), provider level

VET sector

CVET

Fundación para la Formación, la Cualificación y el Empleo en el Sector Metal de Asturias Juan de la Cosa, 27, 33211 Roces-Gijón, Asturias SPAIN

Angeles Alvarez Rivas

E-Mail Tel/Fax

angelesal@fundacionmetal.org +34 – 985 – 990020

BG, DE, SK, SI, ES

www.fundacionmetal.org (available only in Spanish)

WHAT THE PROJECT IS ABOUT

MAIN PRODUCT 3

The QVETIS – “Training in Quality: VET and Enterprises” developed a quality management system model for VET centres (CVET providers) in accordance with the requirements of the UNE-EN ISO 9001:2008 standard as well as tools to monitor it, implemented the management model and the developed tools in the VET centres taking part in the project and obtained external recognition (quality certification under the UNE-EN ISO 9001:2008 standard) for the management system implemented in those centres in order to enhance their performance under the European Common Framework for Quality management in VET (CQAF/EQAVET).

Quality Indicators Bank

Besides the main findings of a questionnaire-based research/survey to find some quality indicators that could be used to identify the strong and weak points in organisations as well as the improvement tasks to work with, the process/steps of setting a quality indicator are described

in order to get an objective view on the scope of indicators development for quality assessment and to secure the quality management and self-evaluation. The VET Quality Indicators Bank identifies 10 different indicators with definitions in line with the EQAVET indicators.

Target group: Professionals in charge of designing and planning policies in education and training contexts, education and continuing vocational training providers, teachers and trainers, HR and training managers, social partner organisations, business and civil associations and foundations involved in continuing vocational training, public administrations, statistical offices, SMEs, experts in educational, training and labour intervention and policies, quality evaluators.

MAIN PRODUCT 1

Quality Management Handbook

COUNTRY of the partner organisations

The Quality Management Handbook serves as a user’s guide of the Quality Laboratory (Q-LAB, a platform for the implementation and monitoring of the quality management), which was modified according to the specifications of the QMS to implement under ISO 9001:2008 standard.

As a manual it deals with the resources and processes for the implementation, monitoring and improvement of the quality system. It comprises the quality standards necessary for certification purposes and helps for the appropriate management of the Q-LAB.

Target group: Professionals in charge of designing and planning policies in education and training contexts, education and continuing vocational training providers, teachers and trainers, HR and training managers, social partner organisations, business and civil associations and foundations involved in continuing vocational training, public administrations, SMEs, experts in educational, training and labour intervention and policies, quality evaluators.

MAIN PRODUCT 4

Methodological document

QMS transfer to European, national, regional and local policies The transfer document is a methodical informative guide dealing with issues like: Why is quality important? Goals and 8 Principles of a Quality Management System in Continuous Vocational Education and Training, Quality Assurance Model = CQAF Model, The benefits of QMS, Variety

and Constituents of Quality Management Systems. It also gives practical recommendations for CVET providers for the implementation of QMS and also recommendations for policy-makers.

MAIN PRODUCT 2

Protocol

Target group: Professionals in charge of designing and planning policies in education and training contexts at all levels (European, national, regional and local), managers and educators of continuous vocational education and training institutions, all those interested in quality issues in VET.

The Certification of Continuing Training Providers The Protocol for the Certification of Continuing Training Providers details the methodologies and phases that give shape to the process of implementation of a quality management system, the certification process and the maintenance of such a certification. For the implementation process as a precondition of a successful certification of a Target group: (C) VET centres

quality management system for a VET centre the goals and methodologies for 4 different phases are defined. For the certification process the protocol that must be carried out in any certification process is presented. With regard to the maintenance of the certification the minimum requirements of a follow-up audit plan are defined.

QVETIS – Training in Quality

Titel

RELEVANCE FOR QUALITY ASSURANCE 96

Models and tools

Quality management systems

The Quality Management Handbook presents the main elements of the Quality Laboratory (Q-LAB) Quality Management System which was modified according to the specifications of the ISO 9001:2008 standard.

Criteria/indicators/ benchmarks

The VET Quality Indicators Bank identifies 10 different indicators with definitions in line with the EQAVET indicators that could be used to identify the strong and weak points in organisations as well as the improvement tasks to work with.

Tools and instruments

The Quality Management Handbook as a manual deals with the resources and processes for the implementation, monitoring and improvement of the Q-LAB Quality Management System and helps for the appropriate management of the Q-LAB. It also contains supporting tools. The Methodological document for QMS transfer to European, national, regional and local policies as a methodical informative guide gives practical recommendations for CVET providers for the implementation of QMS and 12 practical steps for QMS implementation.

Methodologies and procedures

Accreditation of providers/institutions

The “Protocol for the Certification of Continuing Training Providers” sets out the work method that must be used to successfully obtain the certification of a quality management system for a VET centre and the phases to be included.

Support

Training

Training design for an “Awareness raising in Quality” course, for training staff; Training design for a “Quality Management” course, for quality managers;

EQAVET quality cycle

Cycle as a whole

Project directly derived from European VET QA policies – CQAF/EQAVET. The QVETIS “Training in Quality: VET and Enterprises” project developed, implemented, tested and validated a quality management system for continuing training providers in order to enhance their performance under the European Common Framework for Quality Management in VET (CQAF/EQAVET). The Quality Management Handbook and the “Methodological document for QMS transfer ...” describe the different stages/processes of planning, documenting, implementing, monitoring and improving the Q-LAB Quality Management System.

1 project from

Spain

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER To other types of VET (e.g. initial VET, adult VET).

31 | QVETIS – Training in Quality: VET and Enterprises

PAGE 94

QWVET

Quality Workplace Training for Unemployed Young People

Project Type and Number: UK/06/B/F/PP-162_577

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

n/a, for further information please contact the institution

not in ADAM

provider level, learning and teaching level

n/a

VET, AE, etc.

Stratford-upon-Avon College The Willows North, Alcester Road, Stratford-upon-Avon, CV37 9QR n/a UNITED KINGDOM

Charles Anderson

www.stratford.ac.uk

WHAT THE PROJECT IS ABOUT

Tel/Fax

charlesanderson@stratford.ac.uk +44 – 1789 – 266245

COUNTRY of the partner organisations FR, IT, TR, UK

RELEVANCE FOR QUALITY ASSURANCE

The project objectives were to improve the quality of workplace VET received by unemployed, unskilled and unqualified people and to ensure that the provision meets the changing needs of the industry. The outcomes were a summary of good practice in quality assurance within workplace vocational education and training, appropriate recruitment and selection processes and the engagement of employers in the learning process. The result will be improved retention, achievement, satisfaction and success rates amongst young learners. Partners researched the existing procedures and developed and implemented new or revised QA systems. Outcomes of the implementation were reviewed in terms of improvements to the learning experience and outcome.

MAIN PRODUCT

Manual

Quality Improvment for Workplace Vocational Education and Training

This product is not available anymore (not in ADAM; the project website also does not exist anymore).

The final product, the Quality Improvement Manual, provides guidance in strategies to any provider of vocational education and training that can be employed to embed continual quality improvement in training provision. The manual provides the basis for the implementation of quali ty procedures in work-based vocational education and training (VET) programmes. Target group: Work-based VET providers.

E-Mail

The QA processes are based on the European Common Quality Assurance Framework (ECQAF) and a self-assessment method for assessment and review of the QA processes together with data collection designed to address 10 indicators of quality in QA in VET recommended by the Technical Working Group on Quality Assurance in VET.

Models and tools

Tools and instruments

The Quality Improvement Manual provides guidance on strategies to any provider of vocational education and training that can be employed to embed continuous quality improvement in training provision.

Methodologies and procedures

Self-assessment/ self-evaluation

A self-assessment method for assessment and review of the quality assurance processes together with data collection is designed to address the 10 ECQAF indicators.

EQAVET quality cycle

Cycle as a whole

The Quality Improvement Manual provides the basis for the implementation of quality procedures in work-based vocational education and training (VET) programmes on the basis of the European Common Quality Assurance Framework (ECQAF).

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER Any provider of VET throughout Europe, work-based or institutional. The Quality Improvement Manual could be used as a training tool. It reflects good practice towards quality improvement.

RECALL

Recognition of Quality in Lifelong Learning

Project Type and Number: IS/06/B/F/PP/164004

100

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.eaea.org/index. php?k=2140&projekti_ id=3389

www.adam-europe. eu/adam/project/view. htm?prj=6660

system level, provider level, learning and teaching level

n/a

VET, AE, etc.

Fraedslumidstod atvinnulifsins – The Education and Training Service Centre (ETSC) Ofanleiti 2, 103 Reykjavik ICELAND

Ms. Fjóla María Lárusdóttir

E-Mail Tel/Fax

fjola@frae.is +354 – 599 – 1400 +354 – 599 – 1401

COUNTRY of the partner organisations SI, IT, UK, DK, NO, PT, LT

www.frae.is/forsida

WHAT THE PROJECT IS ABOUT

MAIN PRODUCT 2

The RECALL project addressed the need for quality control and transparency in lifelong learning. By providing a commonly recognised quality mark, built on carefully tested quality indicators, the project aimed to improve training provision, especially among non-formal and informal learning providers. RECALL was based on a previous Leonardo pilot project ALL (www.all-accreditation.com) where a process and tools for quality improvement were developed. These products underwent further testing and development in the RECALL project. RECALL developed a quality assurance system for lifelong learning providers and formulated the results as a set of applicable measures for providers seeking to improve the quality of their provision and promote themselves as accredited providers. The project also gathered information about quality-related VET initiatives in Europe in order to disseminate a commonly recognised quality mark for lifelong learning providers named “The European Quality Mark” (EQM). Guidelines were also developed for a commercially sustainable procedure for managing and awarding the quality mark and developing a cross-sectoral network of accredited training providers:

EQM Model

MAIN PRODUCT 3

MAIN PRODUCT 1 The main driver of information about the RECALL project is a comprehensive source of information about the outcomes of the project (www.europeanqualitymark.org). The Quality Management Handbook serves as a user’s guide of the Quality Laboratory (Q-LAB, a platform for the implementation and monitoring of the quality management), which was modified according to the specifications of the QMS to implement under ISO 9001:2008 standard.

Target group: Non-formal pivate providers of learning in Europe

agreed by the project partners. There is a wide range of quality frameworks such as ISO, IiP and EFQM, which cover a lot of important internal quality processes. EQM covers these as well as providing a focus for the quality assurance of non-formal learning providers and the learning process.

Target group: Non-formal providers of learning in Europe

EQM guidelines for Training Providers

The EQM website

This is a comprehensive brochure describing the EQM process and application procedure. The EQM process is a transparent assessment process where the learning provider gets the opportunity to review its quality processes using a set of indicators that are based on standards commonly

This brochure provides guidelines for learning providers interested in applying for the EQM quality assurance mark. The EQM is a quality assurance mark for all providers of non-formal learning throughout Europe. It is a system for quality assuring non-formal learning providers and their activities, services and work. EQM measures how effectively the organisation understands what systems and activities

are required to provide and support quality of learning in relation to the European standards for quality assurance of learning. It is designed to help providers meet the emerging European and national requirements for quality. It can also be used to support quality development and quality assurance in any other kind of learning provider.

Target group: Non-formal pivate providers of learning in Europe

RELEVANCE FOR QUALITY ASSURANCE Models and tools

Criteria/indicators/ benchmarks

The EQM has been designed to give providers of non-formal learning an opportunity to develop, measure and prove the quality of their practice by using a set of criteria and indicators that are based on commonly agreed standards.

101

RECALL – Recognition of Quality in Lifelong Learning

Tools and instruments 102

Methodologies and procedures

EQAVET quality cycle

Titel

The EQM Guidelines for Training Providers take them through the EQM process and the process of self-assessment and provide guidance on how to use the EQM, how to apply for the EQM and how to do self-assessment, i.e. fill in the EQM Assessment Form.

Self-assessment/ self-evaluation

The self-assessment process described in the EQM Guidelines for Training Providers is the backbone of the quality improvement strategy in the EQM. Learning providers do an annual self-assessment against the EQM Model to review quality processes and practice by using the EQM Assessment Form.

External-assessment/ external-evaluation

EQM assessors support and enhance the quality assurance practice of learning providers by objectively assessing the providers’ response using the EQM criteria and by providing feedback to the provider, which supports quality improvement.

Accreditation of providers/institutions

The European Quality Mark (EQM) system is a quality assurance mark for non-formal learning providers throughout Europe.

Evaluation

The European Quality Mark (EQM) is a transparent (self- and external) assessment process where the learning provider gets the opportunity to review their own processes by using a set of indicators included in the EQM Model.

Review

The assessors’ reports feed into the organisational action planning cycle which contributes to the quality improvement process of the learning providers. The assessors give guidance on improvement and also agree on an action plan with the providers.

103

2 projects from

Iceland

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER To be tested further and disseminated in other European countries. Creating a partnership for the development of a European-wide system. Can be used in/transferred to other educational sectors, i.e. schools, HE, in-company training, etc.

18 | GEMS – Guidance for Educators, Mentors and Students 33 | RECALL – Recognition of Quality in Lifelong Learning

PAGE 54 PAGE 100

Reflect OR

Reflective Practices for Professional Guidance Pratictioners

Project Type and Number: LLP/LDV/TOI/08/IT/464

104

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

http://reflect.tagliacarne.it

www.adam-europe. eu/adam/project/view. htm?prj=4488

provider level, learning and teaching level

n/a

VET, AE, etc.

I.R.S.E.A. via Paride Salvago, 18/2, 16136 Genova ITALY

Massimo Tomassini

E-Mail Tel/Fax

m.tomassini@learningvision.net +34 – 72421822

(ADAM address of the 2008 TOI project which intends to transfer “reflect” results)

COUNTRY of the partner organisations IT, UK, BG

WHAT THE PROJECT IS ABOUT

MAIN PRODUCT 3

The project aimed at increasing the capabilities of teachers and trainers in vocational education and training (VET) implementing “reflective practices” in their activities. Its results should serve both VET practitioners and different kinds of trainers of trainers, either inside or outside academic systems. The project was carried out in three phases: 1. systematisation of knowledge of the reflective tools in education training, particularly concerning the valorisation of the unexpected training effects;

Reflective journeys

A Fieldbook facilitating Lifelong Learning in Vocational Education and Training The publication aims at stimulating and supporting the development of reflection and reflective culture in VET. The book opens up perspectives in practical ways of facilitation reflections in a vocational setting. Stories, dialogues,

2. development of study cases for skills at different levels for evaluating these instruments;

anecdotes and metaphors open up the world of reflective practice while concise conceptual frameworks and underlying theories are integrated to make sense of these reflective experiences.

Target group: VET practitioners such as teachers and other facilitators.

3. promoting a community of practice for promoters involved in research and experimentation processes

of new reflective methodologies.

RELEVANCE FOR QUALITY ASSURANCE MAIN PRODUCT 1 Models and tools

A State of the Art Review

Reflective practice and vocational education and training

Criteria/indicators/ benchmarks

The REFLECT Conceptual Framework, which is a basic four-pole model with 4 common elements forming the core of reflection, is conceived to inter-connect reflection, professional autonomy and lifelong learning (LLL). It describes the cyclical movement (process) of reflection as a means of investigating vocational experiences for promoting changes in thinking, actions and feelings.

Tools and instruments

The State of the Art Review describes the concept of reflective practice. Based on the Fieldbook, it is considered as an evaluation tool which involves thinking about and critically analysing one’s actions with the goal of improving one’s professional practice. It makes possible the (re-)evaluation of experience by including the emotional dimension – “soft” elements such as cognition, feeling, watching, thinking – of quality assurance which is not so easy to grasp and “measure”.

The report creates a good theoretical orientation of the project. The main contents are concepts and approaches of reflective practices in VET. Target group: VET practitioners such as teachers and other facilitators

MAIN PRODUCT 2

REFLECT Conceptual Framework

The document explains a conceptual approach and definitions, instruments and outcomes of the project. The report also includes a strategy, a scenario and a system of reflec-

tive practice in VET. The approaches, which are based on reflection, are relational, critical (critical incident) and narrative.

Target group: VET practitioners such as teachers and other facilitators

105

Reflect OR – Reflective Practices for Professional Guidance Pratictioners

EQAVET quality cycle

Evaluation

106

Review

Titel

107

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER To be tested further and disseminated to other European countries. Creating a partnership for the development of a European-wide system. Can be used in/transferred to other educational sectors, i.e. schools, HE, in-company training, etc.

1 project from

Turkey

RELATED PROJECTS

To be tested further and disseminated to other European countries. Creating a partnership for the development of a European-wide system. Can be used in/transferred to other educational sectors, i.e. schools, HE, in-company training, etc. A new project in 2008 is linked with “Reflect – Reflective Practices for Practitioners” in lifelong vocational guidance contexts (please refer to page 104).

02 | AVE-EXEMPLO – Assessment, Visibility and Exploitation of Non-/Informally Acquired Competencies of EXperienced EMPLOyees in Enterprises

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RESYFAC

Reference System for Facilitators of Learning

Project Type and Number: 134049 - LLP - 2007-PT-LMP

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PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.cecoa.pt/enUS/38/2/41/Projecto.aspx

www.adam-europe. eu/adam/project/view. htm?prj=3801

provider level, learning and teaching level

n/a

VET, AE, etc.

CECOA – Vocational Training Centre for the Trade Rua da Sociedade Farmacêutica, 3, 1169–074 Lisbon PORTUGAL

Filipa Kirkby

www.cecoa.pt (available only in Portuguese)

WHAT THE PROJECT IS ABOUT

Self-reflection tool

filipa.kirkby@cecoa.pt +351 – 21 – 3112400

COUNTRY of the partner organisations DK, DE, LV, PT, UK, SK, NL, IT, MT

MAIN PRODUCT 1

The self-reflection tool states the kind of activities/tasks an individual must help with and related skills he/she must have in a facilitation process. It can help professionals to be more aware of their role in order to be effective as a learning facilitator. Reviewing is directed to e.g. tasks of a facilitator of learning and knowledge, skills and competences of a facilitator of learning. The self-reflection tool contains questions stimulating self-reflection and supports the facilitators to improve their knowledge, skills, and competence basis as well as their performance of facilitating learning processes continuously. Target group: Internal and external trainers considered as facilitators of learning.

The reference system contains the different elements of qualifications that a European FACILITATOR should meet in each national context.

RELEVANCE FOR QUALITY ASSURANCE Profiles of facilitators of learning have been analysed regarding the progress they made in the area of evaluating and defining competences. This has been done on two levels: 1. the “job profile” (concrete activities which his/her field of work is “currently” devoted to and those which it “should” be devoted to) and

Models and tools

Standards

2. the “qualification and personal profile” (which knowledge, skills and competences are required in order to fulfil these

activities and tasks).

Tools and instruments

MAIN PRODUCT 2 The report is based on an extensive research in 28 European countries. The main purpose was to make the professional work of facilitators of learning more transparent. The report describes internal (i.e. supervisors, leaders, job training responsibles) and external (consultants, trainers,

employed) facilitators. The product is based on the countries’ situation in relation to the adoption of explicit lifelong learning strategies, qualification frameworks and the validation of non-formal/informal learning. The report also classifies the need of new profiles of training practitioners.

Target group: Training providers, the SMEs in which external and internal facilitators perform their work, facilitators themselves.

The Report “Frameworks and Profiles Throughout Europe” defines the common tendencies and specificities of the profile of a facilitator of learning on two levels: 1 “job profile” – concrete activities (preparing learning processes, facilitating learning processes and evaluating learning processes), and 2 knowledge, skills and competence (qualification/KSC) profile and personal profile that are required for fulfilling these activities and tasks. The “Facilitators of Learning. European Dossier of Commonalities” defines the occupational profile of a facilitator of learning with the description of the task profile and the definition of the knowledge, skills and competences profile and also sets up a European Reference System for the qualification of facilitators of learning.

Target group: Training providers, the SMEs in which external and internal facilitators perform their work, facilitators themselves.

Facilitators of Learning. European Dossier of Commonalities.

Tel/Fax

MAIN PRODUCT 3

The overall aim of the RESYFAC project was to contribute to the recognition/transparency of qualifications of facilitators of learning in the European space. Consequently it contributes to a sounder and more effective mobility of these professionals in the EU through the setting up of a reference system which could be the basis of a future ECVET System for Facilitators of Learning. RESYFAC focused on the investigation of the facilitator profile (knowledge, skills and competences) in each national context in order to set up a reference system.

Frameworks and Profiles throughout Europe

E-Mail

The Self-reflection tool/checklist provides criteria which should be met by a facilitator of learning: this tool aims at stimulating the facilitators to improve their knowledge, skills, and competences basis as well as their performance of facilitating learning processes continuously. It may also serve as a self-reflection checklist before embarking on a facilitating of learning process.

109

110

RESYFAC – Reference System for Facilitators of Learning

Titel

Methodologies and procedures

Self-assessment/ self-evaluation

The Self-reflection tool aims at stimulating the facilitators to continuously assess and improve their knowledge, skills and competences as well as their performance.

Support

Good practice

The “Facilitators of Learning. European Dossier of Commonalities” contains cases showing different aspects of work conducted by (external and internal) facilitators of learning.

EQAVET quality cycle

Planning

In the “Facilitators of Learning. European Dossier of Commonalities” the occupational profile and also a European Reference System for the qualification of facilitators of learning were defined.

Evaluation

The Self-reflection tool helps to assess and develop the KSC profile of the facilitators of learning.

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1 project from

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER

Portugal

The products and the process developed are tranferable to different VET contexts and also to other education contexts including universities.

RELATED PROJECTS Peer Review (please refer to page 66)

35 | RESYFAC – Reference System for Facilitators of Learning

PAGE 108

REVIMP

From Review to Improvement in European Vocational Education and Training Project Type and Number: NL/05/B/F/PP/157527

112

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

n.b. project website is not available; project coordinator was contacted to upload products/results into ADAM database

www.adam-europe. eu/adam/project/view. htm?prj=2609&page=1

system level not primarily but also connected; provider level, learning and teaching level

other service activities

VET, AE, etc.

Universiteit Twente, Faculteit Gedragswetenschappen, Afd Onderwijsorganisatie En-Management Drienerlolaan 5, 7522NB Enschede NETHERLANDS

A. J. Visscher

www.utwente.nl/alumni/faculteiten/gw

WHAT THE PROJECT IS ABOUT

Tel/Fax

a.j.visscher@utwente.nl +31 – 53 – 4893609

COUNTRY of the partner organisations UK, DE, NL, DK, IT, ET

RELEVANCE FOR QUALITY ASSURANCE

Not the collection of quality assurance data but their utilisation proves to be a serious problem. Therefore, VET providers in the healthcare sector have been studied in six European countries to find out which factors promote or hinder the utilisation of quality assurance data. Based on the finidings guidelines have been formulated to promote the utilisation of quality assurance data.

Models and tools

Criteria/indicators/ benchmarks

The Book “Improving Quality Assurance in European Vocational Education and Training” presents the theoretical framework that was used for investigating which factors enable or constrain a successful review phase in quality assurance activities. Moreover, it includes the research results and the guidelines for a successful review phase that were developed on the basis of the research results.

Tools and instruments

Guidelines for a successful review were developed which are included in the Book “Improving Quality Assurance in European Vocational Education and Training”.

Support

Good practice

The Book “Improving Quality Assurance in European Vocational Education and Training” contains case studies of 6 European countries describing the factors influencing the use of the quality assurance data in VET for the health care sector .

EQAVET quality cycle

Review

The project products (Book and Guidelines) focus on the review phase of the quality cycle and describe an approach for gaining insight into the critical success factors under which quality assurance leads to a successful review.

MAIN PRODUCT 1

Book

E-Mail

“Improving Quality Assurance in European Vocational Education and Training” Broad-based, thought-provoking discussion with a focus on the review/improvement stage in the quality cycle. Extensive research was undertaken throughout Europe. Target group: Management of VET courses and their training staff. Institutes for training VET practitioners.

MAIN PRODUCT 2 RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER

Guidelines

Quality assurance of vocational education and training in EU countries The brochure contains guidelines for the quality assurance of vocational education and training (VET) in Europe. Based on research of quality assurance within case study

Though researched around VET in health care, this project should prove a worthwhile resource for all providers of VET in the EU. It could also prove informative across all other levels of education and training.

institutions providing healthcare VET in six EU countries: Denmark, Estonia, Germany, United Kingdom (England), Italy and the Netherlands.

Target group: Management of VET courses and their training staff. Institutes for training VET practitioners.

RELATED PROJECTS Peer Review

113

SEALLL

Self Evaluation in Adult Life Long Learning

Project Type and Number: 225293-CP-1-2005-1-BE-GRUNDTVIG-G1

114

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

n/a, for further information please contact the institution

not in ADAM

provider level, learning and teaching level

n/a

VET, AE, etc.

Alden Biesen Kasteelstraat 6, 3740 Bilzen BELGIUM

Guy TILKIN

E-Mail Tel/Fax

guy.tilkin@alden-biesen.be +32 – 89 – 519352

www.Alden-Biesen.be

WHAT THE PROJECT IS ABOUT

NL, LT, BE, PL, DE, AT, SE, TR

RELEVANCE FOR QUALITY ASSURANCE

The SEALLL project aimed to improve the quality of content, delivery, management and organisation of adult learning through the introduction and promotion of self-evaluation in formal, non-formal and informal adult education.

MAIN PRODUCT

SEALLL Manual

COUNTRY of the partner organisations

Models and tools

Tools and instruments

The SEALLL Manual is a practical guide for teachers/trainers, staff and facilitators of selfevaluation with guidelines, methods and also an overview of possible evaluation instruments that can be used in self-evaluation processes in adult learning.

Methodologies and procedures

Self-assessment/ self-evaluation

The SEALLL Manual offers a conceptual framework and approach for planning and managing self-evaluation processes in adult education organisations, to introduce and set up their own self-evaluation, create their own instruments.

EQAVET quality cycle

Cycle as a whole

The SEALLL Manual focuses on self-evaluation processes and tools.

A series of self-evaluation tools and guidelines A manual with three parts is targeted towards learners, teachers, developers and management. Part 1 offers a conceptual framework and guidelines for planning and managing self-evaluation processes in adult education organisations.

Part 2 is a practical guide for facilitators of self-evaluation. Part 3 provides an overview of possible evaluation instruments that can be used in self-evaluation processes.

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER The tools can be transferred to all kinds of educational organisations.

115

TQP-EU

Transnational Quality Project – Quality Guidelines for Providers of Vocational Education and Training Project Type and Number: D/06/B/F/PP-146 579

116

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.leonardo-tqp.eu

www.adam-europe. eu/adam/project/view. htm?prj=2711

provider level, learning and teaching level

education

VET, AE, etc.

RKW Berlin GmbH Breite Str. 29, 10178 Berlin GERMANY

Dr. Thomas Rau

www.rkw-bb.de

WHAT THE PROJECT IS ABOUT

E-Mail Tel/Fax

thomas.rau@rkw-bb.de +49 – 30 – 20308-4302 +49 – 30 – 20308-4304

COUNTRY of the partner organisations DE, SE, PL, IT, ES

MAIN PRODUCT 3

A first-rate navigation system is needed for initial and further vocational education and training (VET) to control the content, methods and organisation of VET services and to allow VET service providers to monitor and manage their own activities reliably. To assure European quality the labour and education market also needs cross-border practice standards for quality development of VET service providers in correlation with the Common Quality Assurance Framework.

Quality Manual

The quality handbook of the German-Polish Youth factory is published on the website as an example. It is, however, not made explicit to which extent the quality guidelines

have been reflected here. The manual is available in DE and PL only.

Target group: Education and training service providers, students/trainees

MAIN PRODUCT 1 MAIN PRODUCT 4

Quality Guidelines

The QUALITY GUIDELINES expand the quality management system QM STAGE MODEL issued by DIN as PAS 1037:2004 for organisations providing initial and continuing VET to include approaches and requirements for a quality-based design of transnational education processes, including structures/potential and results (education of-

fers/services). This will promote transparency for national and international users.

Competence Centre

The Quality Guidelines are available in six languages (DE, EN, PL, IT, ES, Catalan).

The competence centre is a working and communication platform which provides ICT applications for competence

assessment and management with regard to transnational quality.

Target group: Education and training service providers, students/trainees

Target group: Education and training service providers, students/trainees RELEVANCE FOR QUALITY ASSURANCE Models and tools MAIN PRODUCT 2

Compendium

Criteria/indicators/ benchmarks

The Quality Guidelines define requirements for a transnational quality management system for VET organisations by expanding the QM STAGE MODEL which serves as a reference model for quality management systems in organisations active in market-oriented initial and continuing VET .

Standards

The Quality Guidelines define minimum standards for content and determine methods of quality inspection (external audit and self-test).

Tools and instruments

The Quality Manual for the Polish-German Youth factory contains the documentation of the quality management system including the process descriptions, procedures and QM tools and instruments. In the Competence Centre various quality management tools were made available including a competence assessment & management tool.

Application Guidelines und implementation aids of the QUALITY GUIDELINES The compendium perceives itself as an aid when using the QUALITY GUIDELINES to design the goods and services for an international market. It offers tips and explanations for the implementation of the requirements of the QUALITY GUIDELINES and furthermore makes user-friendly methods

and tried and tested instruments for the introduction and improvement of quality management systems in the area of education available. The compendium is available in DE, EN, PL; chapter 1-3 and 6 are also available in IT, ES, Catalan.

Target group: Education and training service providers, students/trainees

117

118

TQP-EU – Transnational Quality Project – Quality Guidelines for Providers of Vocational Education and Training

Titel

Methodologies and procedures

Accreditation of providers/institutions

The requirements of the QM STAGE MODEL can be applied for certification of educational service providers (against PAS 1037:2004 issued by DIN).

EQAVET quality cycle

Cycle as a whole

The cross-border practice standards for quality development of VET service providers included in the QUALITY GUIDELINES were developed in 2008 in correlation with the Common Quality Assurance Framework (CQAF). During the revision of the QUALITY GUIDELINES in 2009 the quality criteria, i.e. indicative descriptors and reference indicators for the level of quality at the educational provider level, as suggested by the Recommendation establishing the EQAVET were also incorporated.

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER The products may be suitable not only for VET providers but also for general education institutions, especially adult education and informal learning providers – provided that they have already established a quality management system.

119

3 projects from the

Netherlands

05 | DASVENT – Development of an Accreditation System for Veterinary Nurse Trainers in Europe PAGE 20 15 | European Fundraising Accreditation and Training

PAGE 46

36 | REVIMP – From Review to Improvement in European Vocational Education and Training PAGE 112

Validating Mentoring 2

Project Type and Number: LLP-LDV-TOI-07-BG-166007

120

PROJECT WEBSITE

ADAM link

LEVEL TARGETED

SECTOR

EDUCATIONAL SECTOR/ACTIVITY

COORDINATING ORGANISATION

CONTACT

COUNTRY of coordinating organisation

www.enevaproject. eu/component/ option,com_comprofiler/ task,userProfile/user,90/ lang,aut/

www.adam-europe. eu/adam/project/view. htm?prj=3010

system level, provider level

other service activities, hotels and restaurants, other business activities, public administration

VET, AE, etc.

Marie Curie Association Trakia 331, vh. A, et.2, ap. 5, 4023 Plovdiv BULGARIA

Maria Goranova-Valkova

WHAT THE PROJECT IS ABOUT

E-Mail Tel/Fax

goranova@marie-curie-bg.org +359 – 32 – 622128

www.marie-curie-bg.org

COUNTRY of the partner organisations UK, BE, TR

MAIN PRODUCT 3

The project responded to the needs of disabled people and other disadvantaged in the job market by developing systems for the recognition of their non-formal and informal learning.

Guide for Mentors (Worcester University version)

In support of the transfer VM2 elaborated and evaluated comprehensive systems for the self-assessment of mentoring programmes.

After presenting the objectives, target groups and target sectors of the project in the introduction a definition of mentoring is given, followed by the chapters about What are employability skills?, Roles and responsibilities of the

mentor, Matching mentees and mentors, Fostering a successful relationship, Setting the agenda with your mentee, Benefits for mentees and mentors, Action planning, Record-keeping and Monitoring the mentoring process.

Target group: Mentees and mentors, action planning, record-keeping and monitoring the mentoring process. MAIN PRODUCT 1 MAIN PRODUCT 4

(Revised/Enhanced) Code of Practice (CoP) for Mentoring

The Enhanced Code of Practice (CoP) for Mentoring is a quality assurance framework for mentoring providing a full self-assessment process and a toolkit of systems to enable

the use of external verification as a part of a blended-assessment model of mentoring programmes.

Guide for Mentees (Worcester University version)

Matching mentees and mentors, Fostering a successful relationship, Setting the agenda, Benefits for mentees and mentors, Action planning, Record keeping and Monitoring the mentoring process.

Target group: Mentees and mentors, action planning, record keeping and monitoring the mentoring process.

MAIN PRODUCT 2

(General) Guide for Mentoring Promoters (Edinburgh Chamber of Commerce version)

In the introduction the project objectives, the target groups and target sectors are presented. In the main part of the guide the definition of mentoring is given, followed by the chapters about the Roles and responsibilities of the mentee,

The guide consists of information about the project itself, its partners, goals and aims as well as target groups and end users. Then it reveals the essence of mentoring, its history, characteristics, the mentor’s roles and skills, benefits for the mentor and how to facilitate the process as a whole,

etc. Then follows a section with information on recruitment, matching and induction/training of the mentors and the mentees, managing, monitoring and evaluation of the mentoring process.

RELEVANCE FOR QUALITY ASSURANCE Models and tools

Standards

The Enhanced Code of Practice (CoP) for Mentoring was developed as a quality assurance framework for this type of non-formal learning, in the form of a procedure for implementing a comprehensive, guided self-assessment exercise.

Tools and instruments

The Enhanced Code of Practice (CoP) for Mentoring contains a self-assessment tool with a series of questions for self-reflection and also a toolkit for external verification with a series of 6 short checklists.

Target group: People with disabilities, young people at risk of unemployment, involvement in crime or social exclusion and older people disadvantaged in the job market or in danger of social exclusion, enterprises, training organisations, public bodies, social organisations, human resources departments, training providers, experts in the field of lifelong learning.

In the annexes to the 3 guides – “Guide for Mentoring Promoters”, “Guide for Mentors” and “Guide for Mentees” – forms related to mentoring work are presented.

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Validating Mentoring 2

Titel

Self-assessment/ self-evaluation

The Enhanced Code of Practice (CoP) for Mentoring outlines the process of self-assessment as the core methodology for quality assurance in the project – alongside a series of questions for self-reflection. The self-assessment system was made available online.

External assessment/ external evaluation

In the Enhanced Code of Practice (CoP) for Mentoring users are introduced briefly to key considerations for external verification and the tools presented assist them in deciding upon the purpose and focus of any future external intervention.

Support

Good practice

The Enhanced Code of Practice (CoP) for Mentoring presents the perceived good practices in mentoring and also case studies of the participating countries.

EQAVET quality cycle

Implementation

The 3 guides – “Guide for Mentoring Promoters”, “Guide for Mentors” and “Guide for Mentees” – can be used to implement mentoring schemes/processes.

Methodologies and procedures

Evaluation

The 3 guides – “Guide for Mentoring Promoters”, “Guide for Mentors” and “Guide for Mentees” – can be used to monitor and evaluate mentoring schemes/processes.

Review

One of the outcomes produced by the self-assessment package (included in the Enhanced Code of Practice (CoP) for Mentoring) is an action plan for the improvement of the mentoring programme elaborated on the basis of a thorough and structured review of all major aspects of the programme as well as its strengths and weaknesses.

123

1 project from

Denmark

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER To other sectors and to other educational sectors where mentoring is relevant. Teacher training.

RELATED PROJECTS Validation of mentoring: www.mentoring-validation.org EODPE: http://www.enevaproject.eu/component/option,com_comprofiler/task,userProfile/user,75/lang,en/

03 | BAEA – Becoming Adult Educators in the European Area

PAGE 16

1 project from

Finland

Editor: OeAD-GmbH National Agency for Lifelong Learning EbendorferstraĂ&#x;e 7, 1010 Vienna T: +43 / 1 / 534 08-0 F: +43 / 1 / 534 08-699 E: lebenslanges-lernen@oead.at www.lebenslanges-lernen.at Graphic design, layout and typesetting: Alexandra Reidinger, www.elysa.at

28 | Quality Management of Peer Production of eLearning

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PAGE 84 This project has been funded with the 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 herein.

Vienna, September 2012