Project Compendium - QALLL
Project Compendium - QALLL
Project Compendium - QALLL
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<strong>Project</strong><br />
<strong>Compendium</strong>
The <strong>QALLL</strong> <strong>Project</strong> <strong>Compendium</strong> complements two other main products of the <strong>QALLL</strong> thematic network:<br />
· the <strong>QALLL</strong>itative Report<br />
· the <strong>QALLL</strong> Recommendations<br />
<strong>Project</strong><br />
<strong>Compendium</strong><br />
Published by:<br />
The European Thematic Network <strong>QALLL</strong> – Quality Assurance in LifeLong Learning<br />
www.qalll.eu<br />
The <strong>QALLL</strong> project consortium is composed by:<br />
15 European national agencies<br />
· OeAD-GmbH National Agency for Lifelong Learning, Austria (coordinator)<br />
· Agency for European Education Programmes VoG, Belgium<br />
· DZS, Academic Information Agency, Czech Republic<br />
· National Agency - Education for Europe at BIBB, Germany<br />
· CIMO, Centre for International Mobility, Finland<br />
· Léargas, The Exchange Bureau, Ireland<br />
· Research Liaison Office, University of Iceland, Iceland<br />
· ISFOL, National Agency for LLP - Leonardo da Vinci Sectoral Programme, Italy<br />
· ANEFORE a.s.b.l., National Agency for the Lifelong Learning Programme, Luxembourg<br />
· CINOP, National Agency for Lifelong Learning, Netherlands<br />
· SIU, Norwegian Centre for International Cooperation in Higher Education, Norway<br />
· Internationella Programkontoret, International Programme Office for Education and Training, Sweden<br />
· CMEPIUS, Center of the Republic of Slovenia for Mobility and European Educational and Training Programmes – CMEPIUS, Slovenia<br />
· SAAIC - Slovak Academic Association for International Cooperation, Slovakia<br />
· The Centre for European Union Education and Youth Programmes, Turkey<br />
and two silent partners:<br />
· frse – The Foundation for the Development of the Education System, Poland<br />
· The Education, Audiovisual and Culture Executive Agency (EACEA), Brussels
Introduction<br />
f or several years the Lifelong Learning Programme (LLP) of the European<br />
Commission has funded transnational projects in the fields of vocational<br />
education and training (VET) and adult education (AE) in the programme<br />
sectors Leonardo da Vinci and Grundtvig. Quite a number of these projects<br />
deal with the topic of quality assurance (QA), thereby delivering highly interesting<br />
outcomes, results and products. The thematic network <strong>QALLL</strong> – Quality<br />
Assurance in LifeLong Learning with particular focus on vocational education<br />
and training and adult education seeks to better exploit the results of<br />
these projects and draw lessons and good practices from these experiences.<br />
Implemented by a network of 15 National Agencies for Lifelong Learning,<br />
<strong>QALLL</strong> aims at improving the quality and efficiency of education and training.<br />
Its main objective is to bring good QA practice into prominence and<br />
subsequently develop recommendations in relation to quality assurance.<br />
The project compendium at hand compiles 39 projects from the years<br />
2003–2008 (project starting year) that have – in the frame of the <strong>QALLL</strong><br />
project mapping and analysis – been identified as good practice in the field<br />
of quality assurance in vocational education and training and adult education<br />
and thus qualify for dissemination and transfer. The projects dealt with<br />
a wide range of themes and methodologies ranging from self-evaluation to<br />
accreditation and from quality management systems to quality assurance<br />
in special areas such as guidance.<br />
The 39 good practice projects presented in this compendium are sorted in<br />
an alphabetical order. The project fact sheets give you a brief introduction<br />
on what a project is about, introduce the main products of each project as<br />
well as facts of the project’s contribution to quality assurance. At the end<br />
of each project fact sheet you can find contact details and the link to the<br />
official project website.<br />
Providing concise facts of <strong>QALLL</strong> good practise projects, the compendium<br />
complements two other <strong>QALLL</strong> publications:<br />
> The <strong>QALLL</strong>itative report, a comprehensive analysis of quality assurance<br />
in lifelong learning with a focus on VET and AE including case studies of<br />
<strong>QALLL</strong> good practice projects.<br />
> The <strong>QALLL</strong> Recommendations to the European Commission, National<br />
Agencies, VET and AE organisations as well as project promoters for further<br />
activities.<br />
We hope that this publication will prove useful for you to learn from and disseminate<br />
trends in the field of quality assurance in VET and adult education.<br />
The <strong>QALLL</strong> project team
Contents<br />
<strong>Project</strong> Overview<br />
6<br />
01 ACT-NET – Active Citizen Training Network<br />
8<br />
20 I2I – Internship to Industry<br />
58<br />
02 AVE-EXEMPLO – Assessment, Visibility and Exploitation<br />
of Non-/Informally Acquired Competencies of EXperienced<br />
EMPLOyees in Enterprises<br />
03 BAEA – Becoming Adult Educators in the European Area<br />
12<br />
16<br />
21 Improving the Quality of Guidance – AQOR<br />
(Améliorer la qualité de l´orientation)<br />
22 MEVOC – Quality Manual for Educational and Vocational<br />
Counselling<br />
62<br />
64<br />
39<br />
good practice projects<br />
from all over<br />
Europe<br />
04 CM Pro Work – Competence Management in the<br />
Production Sector<br />
05 DASVENT – Development of an Accreditation System for<br />
Veterinary Nurse Trainers in Europe<br />
06 DELID – A Dialogue Approach to Developing E-Learning<br />
Courses<br />
07 Development of a Validation Framework for Mentoring:<br />
Evaluating the Achievements of Disabled and<br />
Disadvantaged People<br />
08 EGUIDE – Quality Assurance Framework for Guidance in<br />
Initial Training<br />
09 E-MODE – Engage Trainers in Learning Modules and<br />
Material Creation<br />
10 EMPOWER – European Melting Pot Wide Range Quality<br />
System<br />
11 EQUABENCH – Benchmarking European Excellence<br />
12 EQUAL – Evaluation and Quality Assurance in Adult<br />
Education<br />
13 EQUASS – European Quality in Practice<br />
14 europass+/Europass+<br />
15 European Fundraising Accreditation and Training<br />
18<br />
20<br />
22<br />
24<br />
28<br />
32<br />
34<br />
36<br />
38<br />
42<br />
44<br />
46<br />
23 Peer Review Extended<br />
24 Peer Review Extended II<br />
25 Peer Review in Initial VET<br />
26 QUALC – Quality Assurance Network for Adult Learning<br />
Centres<br />
27 QA in YCC – Quality Assurance in Youth Career Consultancy<br />
28 Quality Management of Peer Production of eLearning<br />
29 QUALIVET – Quality Development and Quality Assurance<br />
with Labour Market Reference<br />
30 QUINORA – International Quality Assurance Programme<br />
in Vocational Orientation<br />
31 QVETIS – Training in Quality<br />
32 QWVET – Quality Workplace Training for Unemployed<br />
Young People<br />
33 RECALL – Recognition of Quality in Lifelong Learning<br />
34 Reflect OR – Reflective Practices for Professional Guidance<br />
Pratictioners<br />
35 RESYFAC – Reference System for Facilitators of Learning<br />
36 REVIMP – From Review to Improvement in European<br />
Vocational Education and Training<br />
66<br />
68<br />
72<br />
76<br />
80<br />
84<br />
88<br />
90<br />
94<br />
98<br />
100<br />
104<br />
108<br />
112<br />
16 EXPERO2EU – Expero in European Union: Focus on<br />
Mechatronic<br />
17 Flexi-Path – Flexible Professionalisation Pathways for<br />
Adult Educators between the 6 th and the 7 th Level of QF<br />
18 GEMS – Guidance for Educators, Mentors and Students<br />
48<br />
52<br />
54<br />
37 SEALLL – Self-Evaluation in Adult Life-Long Learning<br />
38 TQP-EU – Transnational Quality <strong>Project</strong> – Quality Guidelines<br />
for Providers of Vocational Education and Training<br />
39 Validating Mentoring 2<br />
114<br />
116<br />
120<br />
19 Guiding from School to Job – Professionalism in the Work<br />
with Young People at Risk of Social Exclusion / Guiding<br />
from School to Job<br />
56
<strong>Project</strong> Overview<br />
Quality management systems Methodologies and procedures EQAVET quality cycle<br />
Quality management systems Methodologies and procedures EQAVET quality cycle<br />
<strong>Project</strong><br />
Standards<br />
Criteria/Indicators<br />
Tools/Instruments<br />
Self-assessment<br />
External assessment<br />
Accreditation of<br />
providers<br />
Certification of<br />
individuals<br />
Planning<br />
Implementation<br />
Evaluation<br />
Review<br />
<strong>Project</strong><br />
Standards<br />
Criteria/Indicators<br />
Tools/Instruments<br />
Self-assessment<br />
External assessment<br />
Accreditation of<br />
providers<br />
Certification of<br />
individuals<br />
Planning<br />
Implementation<br />
Evaluation<br />
Review<br />
01 ACT-NET – Active Citizen Training Network<br />
20 I2I – Internship to Industry<br />
02 AVE-EXEMPLO – Assessment, Visibility and<br />
Exploitation of Non-/Informally Acquired<br />
Competencies of EXperienced EMPLOyees in<br />
Enterprises<br />
03 BAEA – Becoming Adult Educators in the<br />
European Area<br />
21 Improving the Quality of Guidance – AQOR<br />
(Améliorer la qualité de l´orientation)<br />
22 MEVOC – Quality Manual for Educational and<br />
Vocational Counselling<br />
23 Peer Review Extended<br />
04 CM Pro Work – Competence Management in<br />
the Production Sector<br />
05 DASVENT – Development of an Accreditation<br />
System for Veterinary Nurse Trainers in Europe<br />
06 DELID – A Dialogue Approach to Developing<br />
E-Learning Courses<br />
07 Development of a Validation Framework<br />
for Mentoring: Evaluating the Achievements<br />
of Disabled and Disadvantaged People<br />
24 Peer Review Extended II<br />
25 Peer Review in Initial VET<br />
26 QUALC – Quality Assurance Network for Adult<br />
Learning Centres<br />
27 QA in YCC – Quality Assurance in Youth Career<br />
Consultancy<br />
28 Quality Management of Peer Production of<br />
eLearning<br />
08 EGUIDE – Quality Assurance Framework for<br />
Guidance in Initial Training<br />
29 QUALIVET – Quality Development and Quality<br />
Assurance with Labour Market Reference<br />
09 E-MODE – Engage Trainers in Learning<br />
Modules and Material Creation<br />
30 QUINORA – International Quality Assurance<br />
Programme in Vocational Orientation<br />
10 EMPOWER – European Melting Pot Wide<br />
Range Quality System<br />
31 QVETIS – Training in Quality:<br />
VET and Enterprises<br />
11 EQUABENCH – Benchmarking European<br />
Excellence<br />
32 QWVET – Quality Workplace Training for<br />
Unemployed Young People<br />
12 EQUAL – Evaluation and Quality Assurance<br />
in Adult Education<br />
33 RECALL – Recognition of Quality in Lifelong<br />
Learning<br />
13 EQUASS – European Quality in Practice<br />
14 europass+ / Europass+<br />
15 European Fundraising Accreditation<br />
and Training<br />
16 EXPERO2EU – Expero in European Union:<br />
Focus on Mechatronics<br />
17 Flexi-Path – Flexible Professionalisation<br />
Pathways for Adult Educators between the 6 th<br />
and the 7 th Level of QF<br />
18 GEMS – Guidance for Educators, Mentors and<br />
Students<br />
19 Guiding from School to Job – Professionalism<br />
in the Work with Young People at Risk of<br />
Social Exclusion / Guiding from School to Job<br />
34 Reflect OR – Reflective Practices for<br />
Professional Guidance Pratictioners<br />
35 RESYFAC – Reference System for Facilitators<br />
of Learning<br />
36 REVIMP – From Review to Improvement in<br />
European Vocational Education and Training<br />
37 SEALLL – Self-Evaluation in Adult Life-Long<br />
Learning<br />
38 TQP-EU – Transnational Quality <strong>Project</strong> –<br />
Quality Guidelines for Providers of Vocational<br />
Education and Training<br />
39 Validating Mentoring 2
01<br />
ACT-Net<br />
Active Citizen Training Network<br />
01<br />
<strong>Project</strong> Type and Number: 142207-LLP-1-2008-1-DE-GRUNDTVIG-GMP<br />
8 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
9<br />
www.act-eu.org<br />
http://eacea.ec.europa.eu/<br />
llp/grundtvig/documents/<br />
Grundtvig_en_2008.pdf<br />
system level, provider<br />
level, learning and teaching<br />
level (not primarily<br />
targeted but concerned)<br />
social sector, civic sector<br />
adult education, vocational<br />
training, learning<br />
in European projects and<br />
partnerships, European<br />
mobility actions, extracurricular<br />
school activities<br />
REVEAL; Research and Evaluation Group for Validation,<br />
Evidencing and Assessment of Informal and Non-Formal<br />
Learning C/O; blinc eG<br />
Bertheaustr. 10, 37075 Göttingen, GERMANY<br />
www.reveal-eu.org<br />
Dr. Tim Scholze<br />
E-Mail tscholze@reveal-eu.org<br />
Tel/Fax +49 – 551 – 54 707 75<br />
DE<br />
COUNTRY of the partner organisations<br />
DE, AT, ES, FR, BE, NL, PL, RO, SE<br />
WHAT THE PROJECT IS ABOUT<br />
MAIN PRODUCT 2<br />
On the basis of a previous science practice project ACT-NET<br />
for the first time delivered a verified evaluation system for<br />
evidencing competences in informal learning contexts and<br />
transfered it to specific domains of informal learning.<br />
The ACT-NET developed the brands LEVEL5 (for the evaluation<br />
approach of individual or group competences in a<br />
process-orientated way and the easy-to-use web-based<br />
software that facilitates documentation and visualisation<br />
in a 3-dimensional cube model of learners’ competence<br />
developments) and REVEAL for a network of skilled evaluators<br />
and validated a series of micro-projects for disadvantaged<br />
learners, self-organised informal learning (e.g. in<br />
cultural organisations) and European projects.<br />
Accreditation<br />
procedure<br />
Accreditation and Validating Outcomes of Informal and Non-Formal Learning <strong>Project</strong>s<br />
The document „Accreditation and Validating Outcomes<br />
of Informal and Non-Formal Learning <strong>Project</strong>s“ describes<br />
how accreditation and validation in the framework of RE-<br />
VEAL according to the LEVEL5 approach is done together<br />
with the ACT-NET Quality Criteria Catalogue containing<br />
the quality criteria that should be applied when using this<br />
evaluation approach.<br />
REVEAL offers two ways/levels of evaluation/accreditation:<br />
1. Auto (self)-evaluation of learners’ competence developments<br />
with LEVEL5 (by using the LEVEL5 software, quality<br />
assurance by REVEAL evaluators; internal certification);<br />
2. External evaluation by accredited REVEAL evaluators.<br />
MAIN PRODUCT 1<br />
Target group: <strong>Project</strong> owners, experts in the field, REVEAL evaluators.<br />
REVEAL – LEVEL5<br />
Manual and Toolbox<br />
The LEVEL5 Manual describes the entire standardised<br />
evalu ation procedure aiming at measuring and evidencing<br />
the competence development of learners in informal<br />
and non-formal learning projects. LEVEL5 describes competence<br />
developments on the basis of learning outcomes.<br />
A standard assessment procedure of individual or group<br />
competences in a process-orientated way and a software<br />
for 3-D visualisation with a built-in certification instrument<br />
are parts of the LEVEL5 assessment and evidencing system.<br />
A practice-oriented assessment toolbox (REVEAL Toolbox)<br />
is annexed to the Manual which is a compilation of<br />
assessment methods specifically feasible for informal and<br />
non-formal learning settings. For every method a short<br />
description, recommendations and instructions, examples<br />
and advantages as well as disadvantages of the method are<br />
prepared.<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Criteria/indicators/<br />
benchmarks<br />
The ACT-NET created as a first step 8 quality criteria that should be applied when using<br />
the evaluation approach (e.g. objectivity, validity, reliability, efficiency, etc.). The ACT-NET<br />
Quality Criteria Catalogue is included in the document “Accreditation procedure – Accreditation<br />
and Validating Outcomes of Informal and Non-Formal Learning <strong>Project</strong>s”.<br />
Target group: REVEAL partners and members, stakeholders from the field such as project owners on grass-root level, target<br />
groups that learn outside formal education contexts and their learning facilitators such as adult learning providers, care<br />
organisations, teachers, trainers, helpers, counsellors, assessors, evaluators.<br />
Tools & instruments<br />
The LEVEL5 Manual is a handbook that describes the entire standardised evaluation procedure<br />
aiming at measuring and evidencing the competence development of learners in<br />
informal and non-formal learning projects. A practice example (Exemplary project) is attached<br />
which is a very practical tool showing how one could fill the manual (as paper-based<br />
version of the LEVEL5-procedure) and the software (as web-based or stand-alone electronic<br />
version of LEVEL5).<br />
The practice-oriented REVEAL Evaluation Toolbox is a collection of assessment methods<br />
and materials specifically feasible for the evaluation of informal and non-formal learning<br />
settings with a short description, recommendations and instructions, examples and advantages<br />
as well as disadvantages for every method presented.
01 ACT-NET – Active Citizen Training Network<br />
ACT-NET – Active Citizen Training Network 01<br />
10<br />
Methodologies and procedures<br />
Self-assessment/<br />
self-evaluation<br />
One of the two ways/levels of evaluation/accreditation REVEAL offers is a self (auto,<br />
internal)-evaluation (like in EFQM) in which the project owners and experts in the field<br />
evaluate the learners’ competence developments with LEVEL5 (by using the LEVEL5 software,<br />
quality assurance by REVEAL evaluators; internal certification).The accreditation<br />
procedure is described in the document “Accreditation procedure – Accreditation and<br />
Validating Outcomes of Informal and Non-Formal Learning <strong>Project</strong>s”.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
RELATED PROJECTS<br />
To European mobility sector, European projects.<br />
11<br />
External assessment/<br />
external evaluation<br />
One of the two ways/levels of evaluation/accreditation REVEAL offers is an external evaluation<br />
carried out by accredited REVEAL evaluators in close cooperation with the project<br />
owners. The accreditation procedure is described in the document “Accreditation procedure<br />
– Accreditation and Validating Outcomes of Informal and Non-Formal Learning<br />
<strong>Project</strong>s”.<br />
> ACT (Active Citizenship Training 2005–2008), which was<br />
funded by the European Commission in the framework<br />
of the SOCRATES programme under the Action 6.1-6.1.2<br />
“Analysis and Innovation”. It was a research-practice project<br />
subtitled: “Measuring the Impact of Informal Learning<br />
on Active Citizenship”. www.act-eu.org<br />
> VILMA (Validation of informal learning in mobility actions<br />
2011–2012) has been designed to validate personal,<br />
social and organisational competences acquired<br />
in European mobility. The project has been funded as<br />
510577-2010-DE-GMP in the LLP (GRUNDTVIG); www.<br />
vilma-eu.org<br />
Accreditation<br />
The document “Accreditation procedure – Accreditation and Validating Outcomes of<br />
Informal and Non-Formal Learning <strong>Project</strong>s“ describes how accreditation and validation<br />
in the framework of REVEAL according to the LEVEL5 approach is done.<br />
(Accreditation is meant as the formal procedure used to determine the competence for<br />
performing certain kinds of measurements by taking into account the set criteria (REVEAL<br />
evaluators)).<br />
> VIP (Validation of informal learning in European projects,<br />
2010–2011) aimed at assessing and evidencing<br />
the impact of EU projects and actions in respect to collaborative<br />
learning within the partnerships (funded as<br />
503107-2009-DE-GMP in the LLP (GRUNDTVIG)); www.<br />
vip-eu.org<br />
> VITA: Validation of service-oriented skills and competences<br />
with an innovative IT-based assessment and<br />
evidencing system (2012–2013) has been funded as<br />
519132-LLP-2011-DE-KA3-KA3MP in the LLP (KA3);<br />
www.vita-eu.org<br />
Certification of<br />
individuals<br />
The LEVEL5 assessment and evidencing system presented in detail in the REVEAL – LEVEL5<br />
Manual consists of a standard assessment procedure of individual or group competences<br />
in a process-orientated way and a software for 3-D visualisation with a built-in certification<br />
instrument.<br />
Support<br />
Good practices<br />
In the REVEAL – LEVEL5 Manual the real case example provides a thorough picture of the<br />
LEVEL5 procedure: shows what happened in the course of the learning project for migrant<br />
women and how their competences developed.<br />
EQAVET quality cycle<br />
Planning<br />
The five-step procedure of the evaluation approach developed to evaluate specific informal<br />
learning offers includes a planning component as described in the LEVEL5 Manual.<br />
Evaluation<br />
The LEVEL5 Manual describes the evaluation approach which is based on a five-step cyclic<br />
procedure aiming at measuring and evidencing the competence development of learners in<br />
informal and non-formal learning projects.
02<br />
AVE-EXEMPLO<br />
Assessment, Visibility and Exploitation of Non-/Informally Acquired<br />
Competencies of EXperienced EMPLOyees in Enterprises<br />
02<br />
<strong>Project</strong> Type and Number: LLP-LdV- TOI- 2007- TR- 051<br />
12 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
13<br />
www.f-bb.de/projekte/<br />
internationalisierungder-berufsbildung/<br />
internationalisierung-derberufsbildung/proinfo/<br />
ave-exemplo.html<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=4888<br />
system level not primarily<br />
but also connected;<br />
provider level<br />
manufacturing, professional,<br />
scientific and technical<br />
activities<br />
VET, AE, etc.<br />
Turkish Employers‘ Association of Metal Industries<br />
Merkez Mah. Gecit Sok. No: 2,<br />
34381 Şişli, Istanbul, TURKEY<br />
www.mess.org.tr/en<br />
Ismet SIPAHI<br />
E-Mail egitim@mess.org.tr<br />
Tel/Fax +90 – 212 – 2320104 (ext.224)<br />
TR<br />
COUNTRY of the partner organisations<br />
GR, DE, TR, CZ, RO<br />
WHAT THE PROJECT IS ABOUT<br />
MAIN PRODUCT 2<br />
The main objective of the project was to exploit and implement<br />
the findings and products of the previous project<br />
(www.exemplo.de) about the recognition of non-formally<br />
acquired competencies into a new geographical context<br />
and to combine them with a new media approach.<br />
Enterprises including SMEs and their experienced employees<br />
are the main target group of the project. HR & training<br />
staff, training consultants, social partners (employers’ associations<br />
and trade unions) are the other target group.<br />
AveExemplo Toolkit<br />
in general and the tool<br />
Competence Card for<br />
Workplace<br />
The project offers a set of 3 tools for assessment, validation<br />
and documentation of competences of employees in enterprises<br />
or of job applicants with the aim of evidencing their<br />
outcomes of non-formal and informal learning. All tools<br />
are based on the same scheme but they differ concerning<br />
the objectives of competence assessment procedures, the<br />
methods used and the kind of competences to be assessed.<br />
The tools could be used either separately or integrated into<br />
a complete process of human resources development in<br />
companies, including summative and formative elements<br />
like assessment, validation, documentation and development<br />
of competences.<br />
MAIN PRODUCT 1<br />
Target group: Employees in enterprises (SMEs), job applicants. Employers, seniors in company.<br />
Ave Exemplo<br />
Handbook<br />
How to develop an e-portfolio: A guide based on the informal and non-formal learning approach<br />
The project uses the digital e-portfolio approach to document<br />
and assess the informally learnt key skills of the employees,<br />
to support and valorise the self-managed learning<br />
process as well as to promote their career planning and<br />
development.The Handbook teaches the users how to use<br />
the e-portfolio portal of AveExemplo by introducing its<br />
most important functionalities on an example e- portfolio.<br />
Beside this main content part the handbook contains information<br />
– as an introduction to the topic – about informal<br />
learning, about e-portfolio and the role of an e-portfolio<br />
advisor.<br />
Target group: Enterprises (including SMEs). HR & training staff. Employees of the enterprises. Job applicants.<br />
MAIN PRODUCT 3<br />
AveExemplo Tool<br />
Transparency of Competences<br />
This tool supports an assessment process that promotes<br />
and documents the transfer of results (skills acquired) of organised<br />
training (in-house or seminar-based) into practice<br />
at the workplace. The methods used are guidance in creating<br />
awareness of the transfer of newly acquired knowledge<br />
and skills to the workplace and combining self-evaluation<br />
with evaluation by others. With this method learners and<br />
superiors in companies gain information on the impact of<br />
training courses related to the workplace. The process is focused<br />
on vocational activities independently from the form<br />
of learning, so a course will be recorded in the same manner<br />
as learning at work.<br />
Target group: Training providers. Employees (seminar participants), seniors, HRD responsible from the enterprise.
02<br />
AVE-EXEMPLO – Assessment, Visibility and Exploitation<br />
of Non-/Informally Acquired Competencies of EXperienced EMPLOyees in Enterprises<br />
AVE-EXEMPLO – Assessment, Visibility and Exploitation<br />
of Non-/Informally Acquired Competencies of EXperienced EMPLOyees in Enterprises<br />
02<br />
14<br />
MAIN PRODUCT 4<br />
AveExemplo Tool<br />
Recognising and recording progress and achievement (RAPRA)<br />
EQAVET quality cycle<br />
Planning<br />
By using the Competence Card for Workplace an employee’s actual level of competence<br />
related to the work place will be assessed.<br />
15<br />
This tool is the most comprehensive AveExemplo instrument<br />
which includes elements of the other two tools, too.<br />
It is perfectly suited for in-house development of professional<br />
competences of companies’ staff. RARPA combines<br />
competence assessment with a formative learning-centred<br />
method and strict orientation of learning processes towards<br />
strategic goals of companies, namely SME.<br />
It addresses many of the issues pertinent to the assessment<br />
of informally acquired competences. As methods it<br />
uses the combination of self-evaluation and evaluation by<br />
others and also a formative approach: combining assessment<br />
and skills/competences development. The tool also<br />
describes the 5 stages of the planning, instructing, evaluating<br />
and building skills development process step by step.<br />
Evaluation<br />
The instrument “Recognising and recording progress and achievement” (RARPA) combines<br />
competence assessment with skills/competences development, i.e. with a formative<br />
learning-centred method and strict orientation of learning processes towards strategic<br />
goals of companies.<br />
Target group: Training providers. Employees, managers, team leaders from the enterprise.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
The project results are transnational, interdisciplinary and transsectoral practices. EXEMPLO <strong>Project</strong> (Assessment of nonformally<br />
acquired competencies of EXperienced EMPLOyees)<br />
Models and tools Tools & instruments The 3 AVE EXEMPLO tools are for supporting identification of the employees’ actual state<br />
of knowledge, professional skills and competences related to job requirements and to allow<br />
transparency and recognition of qualifications and competences of non-formal and informal<br />
learning. Integrating digital (e-)portfolio makes the competences more visible and<br />
transferable.<br />
Methodologies and<br />
procedures<br />
Self-assessment/<br />
self-evaluation<br />
The AVE EXEMPLO tools combine self-evaluation and evaluation by others. They are based<br />
on self-assessment by an employee who will be validated externally, i.e. from the employers’<br />
side (by co-workers, seniors, tutors, etc.).<br />
External assessment<br />
/external evaluation<br />
The AVE EXEMPLO tools combine self-evaluation and evaluation by others. They are based<br />
on self-assessment by an employee who will be validated externally, i.e. from the employers’<br />
side (by co-workers, seniors, tutors, etc.).<br />
Certification of<br />
individuals<br />
The assessment procedure results in the certified Competence Card, signed by both the<br />
employer and the employee. The “Transparency of competences” tool provides for a new<br />
form of certification process that has been designed to promote and document the transfer<br />
of organised training (in- house or seminar-based) to the workplace and providing evidence<br />
of the learner’s skills and competencies relevant to work practice.
03<br />
BAEA<br />
Becoming Adult Educators in the European Area<br />
03<br />
<strong>Project</strong> Type and Number: 142405‐LLP- 1- 2008‐1- DK- GRUNDTVIG- GMP<br />
16 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
17<br />
www.dpu.dk/baea<br />
http://eacea.ec.europa.eu/<br />
llp/grundtvig/documents/<br />
Grundtvig_en_2008.pdf<br />
provider level adult education adult education<br />
Department of Education, Aarhus University<br />
Tuborgvej, 2400, København NV<br />
DANMARK<br />
http://edu.au.dk/en/about-the-department<br />
Marcella Milana<br />
E-Mail mami@dpu.dk<br />
Tel/Fax +45 – 8716 – 3742<br />
DK<br />
COUNTRY of the partner organisations<br />
DK, EE, IT, SE<br />
WHAT THE PROJECT IS ABOUT<br />
MAIN PRODUCT 3<br />
MAIN PRODUCT 1<br />
National research<br />
reports<br />
The research-focused project investigated the role of the<br />
adult educator and the education and training pathways<br />
which lead to this profession in four countries. Individuals<br />
exist in multiple, multi-layered and interacting contexts,<br />
4 national research reports (DK, SE, EE, IT) focusing on the<br />
status and provision of adult education, the status of professionalisation<br />
of adult educators and on opportunities<br />
and challenges related to the education of adult educators.<br />
The reports provide insights into opportunities existing<br />
thus the project focuses on the interaction between adult<br />
educators-to-be and the structural conditions that characterise<br />
the wider socio-cultural context in which they act.<br />
for initial education and training for adult educators-tobe<br />
as well as an analysis of policies that frame the national<br />
contexts by giving a well-founded overview of the present<br />
state of the art.<br />
Handbook<br />
“The art of being an adult educator”<br />
The handbook is a practical tool addressing adult educators-to-be<br />
and trying to give answers to the questions:<br />
How can we create good cooperation How can one be a<br />
good adult educator The handbook provides an overview<br />
of the different roles adult educators may enact in their<br />
professional lives, deals with the core concept of “competency”<br />
in the field of adult education, focuses on important<br />
aspects for professional development, provides inspiration<br />
Target group: Adult educators-to-be, already acting adult educators<br />
for reflection and discussion and also presents tools that<br />
can be further explored and used by adult educators. It<br />
also focuses on working methodologies that can help adult<br />
educators identify and sustain adult learners’ motivation<br />
towards learning and discusses the role of self-reflection<br />
and critical thinking for adult educators in making selfevaluations<br />
and in improving their work practices.<br />
Target group: Adult educators, researchers, policy-makers<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
MAIN PRODUCT 2<br />
Synthesis research<br />
report<br />
This report is a synthesis of the 4 national research reports<br />
(DK, SE, EE, IT) presenting the synthesised results from secondary<br />
and field research activities carried out at national<br />
Target group: Adult educators, researchers, policy makers<br />
level. Furthermore it contains a comparative, cross-country<br />
analysis and policy recommendation, which derived from<br />
the analysis.<br />
Models and tools Tools & instruments The handbook “The art of being an adult educator” sums up the research findings for<br />
and addresses, in particular, prospective adult educators willing to learn more about some<br />
of the features that characterise this occupation and the implications of working with<br />
adults like the roles and competencies of adult educators, the relationship to and motivation<br />
of the adult learner, the promotion of critical reflection, etc. The handbook, however,<br />
is also meant for those who already work as adult educators and seek new ideas to improve<br />
current work practices and future professional development.<br />
EQAVET quality cycle Review Chapter 5 of the The handbook “The art of being an adult educator” emphasises that<br />
adult educators need critical reflection 1. when they talk about the pedagogical practice or<br />
give reasons to improve education; 2. when they improve and promote critical reflective<br />
processes among students.
04<br />
CM ProWork<br />
Competence Management in the Production Sector<br />
04<br />
<strong>Project</strong> Type and Number: D/05/B/F/PP- 146 281<br />
18 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
19<br />
www.cmprowork.eu<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=1796<br />
system level, provider level<br />
professional; scientific and<br />
technical activities<br />
VET, AE, etc.<br />
BBQ Berufliche Bildung GmbH<br />
Lorettostr. 2, 79100 Freiburg<br />
GERMANY<br />
Silke Jäger-Warnecke<br />
E-Mail<br />
sjaeger@bbq-online.de<br />
DE<br />
www.bbq-zukunftskurs.de<br />
WHAT THE PROJECT IS ABOUT<br />
MAIN PRODUCT 3<br />
The central work result of the pilot project is a multilingual software tool for the competence management in the M+E<br />
production sector, which:<br />
Demonstration CD<br />
The demonstration CD is in German language and was made available for the distribution of the results.<br />
Target group: HR personnel and executive staff<br />
MAIN PRODUCT 1<br />
• On an industry-wide basis, presents and compares taskand<br />
process-oriented competencies of semi-skilled and<br />
skilled workers also acquired on an informal basis;<br />
• Provides the executive staff in the production with an<br />
everyday tool for the linking of task management, qualification<br />
planning and competence development;<br />
• Supports human resources personnel in industrial enterprises<br />
to evaluate the competence level in production<br />
departments and accordingly align the recruitment of<br />
personnel and promotion measures.<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Tools & instruments The Competence management tool is able to display the competences acquired by learning<br />
in the process of work, i.e. within the framework of non-formal learning in industrial<br />
production processes in a task-related and process-related way.<br />
Multilingual software<br />
tool CM ProWork<br />
It is a tool for competence management in the media & entertainment (M+E) production sector, which:<br />
• on an industry-wide basis, presents and compares task<br />
and process-oriented competencies of semi-skilled and<br />
skilled workers also acquired on an informal basis;<br />
• provides the executive staff active in the production with<br />
an everyday tool for the linking of task management,<br />
qualification planning and competence development;<br />
• supports human resources personnel in industrial enterprises<br />
to evaluate the competence level in production<br />
departments and accordingly align the recruitment of<br />
personnel and promotion measures.<br />
Support Good practice In the country-specific Good-Practice presentations the gained experiences, benefits and<br />
potentials of the tool are displayed, which provide support to the education providers and<br />
the decision-makers in the enterprises regarding the implementation of the tool.<br />
EQAVET quality cycle Review The CM ProWork software tool enables qualification planning and planning of human<br />
resources / competence development in industry by identifying learning requirements related<br />
to tasks and individuals.<br />
Target group: HR personnel and executive staff in companies in the M+E production sector; partly also employees in this<br />
sector<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
MAIN PRODUCT 2<br />
Both to other countries and to other sectors given; there has already been a transfer project following this one.<br />
Glossary<br />
A glossary complementing the tool was established in both English and German language.<br />
RELATED PROJECTS<br />
Target group: HR personnel and executive staff in companies in the M+E production sector<br />
There is a follow-up project CM ProWork transfer; see www.cmprowork.eu
DASVENT<br />
05 05<br />
Development of an Accreditation System for<br />
Veterinary Nurse Trainers in Europe<br />
<strong>Project</strong> Type and Number: NL/05B/F/PP/157528<br />
20 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
21<br />
www.acovene.com<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=2611<br />
system level, provider level other service activities VET, AE, etc.<br />
AOC GROENHORST<br />
Barnseweg 3, 3771RN Barneveld<br />
NETHERLANDS<br />
www.groenhorstcollege.nl<br />
A. Moene<br />
E-Mail alida.moene@groenhorstcollege.nl<br />
Tel/Fax +31 – 342 – 455540<br />
NL<br />
COUNTRY of the partner organisations<br />
NL, IT, IE, FR, SE, UK, DK, BE<br />
WHAT THE PROJECT IS ABOUT<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
With this project an accreditation system for veterinary<br />
nurse trainers was developed. This accreditation system was<br />
developed with the help of Vetnnet, a stable European network<br />
of veterinary nurse trainers and associated institutes.<br />
The employers, represented by the FECAVA and the RCVS,<br />
also played an essential role in developing the system.<br />
Models and tools Standards In the Accreditation Procedure the minimum standards of accreditation have been established<br />
for quality assessment and quality enhancement of accredited veterinary nursing<br />
programmes.<br />
MAIN PRODUCT 1<br />
Accreditation system:<br />
For veterinary nurse programmes in Europe driven by the website: www.acovene.com<br />
Methodologies and<br />
procedures<br />
Accreditation of<br />
providers/institutions<br />
An accreditation system (including procedures, forms, guidance) for institutional accreditation<br />
and also for accreditation of veterinary nurse programmes was developed with the<br />
aim to inform the public of those institutions of providing quality education for veterinary<br />
nurses and enhancing by this their prospects of employment mobility.<br />
This project has developed an accreditation procedure for<br />
veterinary nurse programmes in the EU. It defines a training<br />
programme by embracing both:<br />
• the facilities, resources and quality assurance provided by<br />
the applicant college or school and<br />
• their curriculum and assessment.<br />
Target group: Managers of veterinary nurse education providers in Europe.<br />
The accreditation process is driven by the four documents<br />
of the project:<br />
1. Dossier of European Competences for the Veterinary<br />
Nurse<br />
2. Accreditation Policies and Procedures<br />
3. Accreditation Form and Guidance<br />
4. Guidance for visitors: Conducting an accreditation<br />
EQAVET quality cycle Evaluation During the ACOVENE accreditation procedure the veterinary nurse programmes and also<br />
the educational institutions providing these programmes are evaluated for quality, based<br />
on conformity with the established accreditation standards.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
This project could advise institutions that develop accreditation procedures.
DELID<br />
06 06<br />
A Dialogue Approach to Developing E-Learning Courses<br />
<strong>Project</strong> Type and Number: D/06/B/F/PP-146 525<br />
22 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
23<br />
n/a<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=2331<br />
provider level, learning and<br />
teaching level<br />
education; information<br />
and communication<br />
VET, AE, etc.<br />
Friedrich-Alexander-Universität Erlangen-Nürnberg<br />
Schloßplatz 4, 91054 Erlangen<br />
GERMANY<br />
www.uni-erlangen.de<br />
Ulrich Winderl<br />
E-Mail ulrich.winderl@zuv.uni-erlangen.de<br />
Tel/Fax +49 – 9131 – 8524043<br />
DE<br />
COUNTRY of the partner organisations<br />
DE, FI, FR, ES, PL, GR<br />
WHAT THE PROJECT IS ABOUT<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
MAIN PRODUCT 1<br />
DELID promoted an intensive dialogue between e-learning<br />
providers and SMEs by means of interviews, storytelling,<br />
tests, meetings and other tools. The project developed a<br />
methodology for e-learning courses for small and mediumsized<br />
enterprises in intensive dialogue and in close collaboration<br />
with SMEs. The project yielded new e-learning<br />
courses that are perfectly adapted to the needs of the SMEs<br />
in the project and a methodology that describes how other<br />
e-learning courses can be adapted to better fit the needs of<br />
SMEs in general.<br />
Models and tools Tools and instruments The Guide for Developers describes a quality-assuring process model, how – based on an<br />
intensive dialogue between e-learning providers and SMEs – e-learning offers can be adapted,<br />
tailor-made to the needs of SMEs.<br />
Methodologies and<br />
procedures<br />
Accreditation of<br />
providers/institutions<br />
4 e-learning exemplary (test) courses for SMEs<br />
Guide for Developers<br />
The PDF guide describes a quality-assuring process of how<br />
to adapt e-learning offers to the specific needs of SMEs.<br />
It covers pedagogical, technical, econonomic and cultural<br />
issues as well as qualification requirements of e-tutors.<br />
EQAVET quality cycle Planning The Guide for Developers outlines how to design/develop e-learning training courses<br />
which meet the specific needs of the SMEs.<br />
Target group: Current or potential developers and providers of e-learning offers for SMEs in organisations and institutions,<br />
managers and other decision-makers in SMEs<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
Perhaps the process model could be adapted to other target institutions of e-elearning, e.g. adult education, NGOs, social<br />
organsiations, health institutions.<br />
MAIN PRODUCT 2<br />
4 e-learning test courses<br />
for SMEs<br />
Course topics: Metadata, Powerpoint, EXCEL, Negotiation<br />
One PDF document per course. It lists the course contents.<br />
Target group: Employees of SMEs
Development of a Validation<br />
Framework for Mentoring<br />
07 07<br />
Evaluating the Achievements of Disabled and Disadvantaged People<br />
<strong>Project</strong> Type and Number: BG/05/C/F/TH-83300<br />
24 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
25<br />
n/a<br />
www.adam-europe.eu/<br />
adam/project/view.<br />
htmprj=6664<br />
provider level, learning and<br />
teaching level<br />
target sectors are service<br />
sector, IT sector and restaurant<br />
and hotels sector.<br />
VET, AE, etc.<br />
Marie Curie Association<br />
9A Magura Street, 4000 Plovdiv<br />
BULGARIA<br />
www.marie-curie-bg.org<br />
Maria Valkova<br />
E-Mail goranova@marie-curie-bg.org<br />
Tel/Fax +359 – 32 – 622 128<br />
BG<br />
COUNTRY of the partner organisations<br />
BG, GR, RO, SI, UK<br />
WHAT THE PROJECT IS ABOUT<br />
MAIN PRODUCT 2<br />
The project developed a comprehensive system for the validation<br />
of workplace mentoring for disabled and disadvantaged<br />
people in the job market, aiming at the promotion of<br />
a system which will define and implement overall principles<br />
and practical procedures; The project focused on the needs<br />
of disabled and disadvantaged people who gain particular<br />
benefits from the non-formal nature of mentoring: previous<br />
projects and different national systemic actions have<br />
already confirmed that the overall benefits of mentoring,<br />
in terms of employability skills of the mentee and training<br />
skills of the mentor, can be expected to grow considerably<br />
in the short and in the medium term. One of the main objectives<br />
was to improve knowledge, practical skills, training<br />
strategies of disabled people and ensuring higher employability.<br />
General Guide for<br />
setting up mentoring<br />
schemes<br />
The guide includes e.g. a framework of mentoring, explanation<br />
of the mentoring process and mentor’s role and<br />
skills, requirements, criteria and process for selection of<br />
mentors and the mentoring agreements. Validation is an<br />
aid to the effective operation of mentoring programmes:<br />
by providing guidance in decisions about procedures and<br />
outcomes it plays an important formative role in the design<br />
of programmes as well as in relation to the monitoring<br />
of individual and collective performance.<br />
Target group: People who develop mentoring processes for disabled people and other people who are disadvantaged in<br />
the open labour market.<br />
MAIN PRODUCT 1<br />
The Code of Practice for<br />
Mentoring (CoP)<br />
The CoP provides the promoters of mentoring programmes<br />
with advice and support to help them define the key goals<br />
that a good mentoring programme must address. It also<br />
provides a methodology which, within the constraints of<br />
the resources available, will best ensure that mentoring<br />
programmes achieve quality standards in relation to the<br />
goals. The recognition and validation of mentoring and the<br />
achievement of quality in mentoring are addressed within<br />
an integrated overall framework for quality assurance in<br />
mentoring. The CoP is a practical expression of the principles<br />
recommended by the Technical Working Group on<br />
Quality in VET in its “European Guide on Self-assessment<br />
for VET providers”.<br />
MAIN PRODUCT 3<br />
The Training<br />
Package for Mentors<br />
and Mentees<br />
These two separate products explain the training objectice and the main principles of the training process.<br />
Target group: Potential mentors and mentees<br />
Target group: People who develop mentoring processes for disabled people and other people who are disadvantaged in<br />
the open labour market.<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Standards<br />
The Code of Practice for Mentoring (CoP) provides standards for the setting-up and operation<br />
of high-quality mentoring programmes.<br />
Criteria/indicators/<br />
benchmarks<br />
The General Guide for setting up mentoring schemes contains a framework of mentoring<br />
including the mentoring process and the mentor’s role and skills, the requirements, criteria<br />
and process for the selection of mentors, etc.
07<br />
Development of a Validation Framework for Mentoring<br />
26<br />
Tools and instruments<br />
The Code of Practice for Mentoring (CoP) includes a model of self-evaluation and selfassessment<br />
questions.<br />
27<br />
Methodologies and<br />
procedures<br />
Self-assessment/<br />
self-evaluation<br />
The Code of Practice for Mentoring (CoP) provides the basis for a structured process of<br />
self-assessment by the promoters of mentoring programmes. This process leads to the production<br />
of a ‘Statement of Self-Assessment’ (SSA).<br />
Support Training<br />
Training package (teaching materials) for mentors and for mentees<br />
Mentoring solves the task of quality learning in the process of education and employment,<br />
which ensures achievement of higher results.<br />
Good practices<br />
The Code of Practice for Mentoring (CoP) also includes some case studies.<br />
EQAVET quality cycle<br />
Planning<br />
The Code of Practice for Mentoring (CoP) provides the promoters of mentoring programmes<br />
with advice and support to help them define the key goals and the shared aims<br />
that a good mentoring programme must address.<br />
2 projects from the<br />
United Kingdom<br />
Implementation<br />
The Code of Practice for Mentoring (CoP) provides a methodology which, within the constraints<br />
of the resources available, will best ensure that the mentoring programmes achieve<br />
the quality standards in relation to the goals.<br />
Evaluation<br />
The process of self-assessment outlined in the Code of Practice for Mentoring (CoP) involves<br />
a thorough review of the procedures used in mentoring programmes and the outcomes<br />
achieved.<br />
The practical “General Guide for setting up mentoring schemes” contains the process/<br />
system of validation which facilitates the recognition of the acquired practical skills during<br />
the mentoring programmes as well as the monitoring of the individual and collective<br />
performance.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
All products are transferable as such. Need for transfer is high.<br />
RELATED PROJECTS<br />
QATRAIN: www.q4s.eu, APT<br />
11 | EQUABENCH<br />
Benchmarking European Excellence PAGE 36<br />
32 | QWVET – Quality Workplace Training<br />
for Unemployed Young People PAGE 98
08<br />
EGUIDE<br />
Quality Assurance Framework for Guidance<br />
in Initial Training<br />
08<br />
<strong>Project</strong> Type and Number: IRL/05/B/F/PP-153103<br />
28 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
29<br />
n/a<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=3015&page=1<br />
provider level, learning and<br />
teaching level<br />
information and<br />
communication<br />
VET, AE, etc.<br />
Ballymun Job Centre<br />
Unit 36A Ballymun Town Centre, Ballymun, Dublin 11<br />
IRELAND<br />
www.bmunjob.ie<br />
Nuala Whelan<br />
E-Mail whelann@bmunjob.ie<br />
Tel/Fax +353 – 1 – 8622707<br />
IE<br />
COUNTRY of the partner organisations<br />
DE, ES, HU, IT, RO, UK<br />
WHAT THE PROJECT IS ABOUT<br />
MAIN PRODUCT 2<br />
Using the European Common Quality Assurance Framework<br />
(Technical Working Group on Quality in VET) as a basis, this<br />
project, EGUIDE, researched and developed a Quality Assurance<br />
Framework for use in the guidance of disadvantaged<br />
job seekers across Europe. This Framework will also be compatible<br />
with national quality assurance frameworks such as<br />
the FETAC Quality Assurance Process. In tandem with the<br />
quality assurance framework EGUIDE also developed an<br />
e-guidance system consisting of a number of guidance<br />
tools, developed specifically for the target group that can<br />
be used to test and implement the quality assurance framework.<br />
EGUIDE Brochure<br />
EGUIDE is a quality assurance framework and related model<br />
of web-based assessments for the guidance of disadvantaged<br />
job seekers into initial vocational training. It is based<br />
on the CQAF and provides a template of a QA model for<br />
the delivery of guidance to disadvantaged job seekers and<br />
those in low skills employment. The eGuide tools are an assessment<br />
system which analyse a person’s vocational interests,<br />
personality and specific aptitudes. Their aim is to overcome<br />
the barriers often faced by disadvantaged job seekers<br />
to traditional guidance psychometric tools. The system is<br />
founded on the principles of the Person-Environment-Fit<br />
Theory, which postulates that when a good match between<br />
the person and the job environment is found, this benefits<br />
the individual by allowing the person to be more satisfied<br />
with their job / career, more able to cope with demands imposed<br />
by the work/training, and more determined to succeed<br />
and become successful.<br />
MAIN PRODUCT 1<br />
Target group: Management of VET providers, teachers/trainers in VET, quality managers in VET; educational authorities<br />
and decision-makers<br />
EGUIDE Research<br />
Document<br />
This document describes the EGUIDE project; A Quality<br />
Assurance Framework and related Model of Web-Based<br />
Assessments for the Guidance of Disadvantaged Job Seekers<br />
into Initial Vocational Training. It is based on the CQAF<br />
and provides a template of a QA model for the delivery of<br />
guidance to disadvantaged job seekers and those in low<br />
skills employment. The eGuide tools are an assessment<br />
system which analyse a person’s vocational interests, personality<br />
and specific aptitudes (for demo of tool see www.<br />
eguide-project.net/research.html).<br />
The system is founded on the principles of the Person-<br />
Environment-Fit Theory, which postulates that when a<br />
good match between the person and the job environment<br />
is found, this benefits the individual by allowing the person<br />
to be more satisfied with their job/career, more able<br />
to cope with demands imposed by the work/training, and<br />
more determined to succeed and become successful.<br />
Target group: Management of VET providers, teachers/trainers in VET, quality managers in VET; educational authorities<br />
and decision-makers<br />
MAIN PRODUCT 3<br />
EGuide – General Guidelines<br />
for the Practitioner<br />
This four-page leaflet informs the career guidance practitioner<br />
about the use of the online eGUIDE tools which<br />
help the disadvantaged job seeker in the area of vocational<br />
training. The tool comprises three categories of assessments,<br />
interest, personality and aptitude, which help the<br />
clients to become more aware of themselves in terms of<br />
their interests, personality and abilities. The guidelines incorporate<br />
three ‘eGuide Cheat Sheets’ which elaborate on<br />
each of the assessed areas. Direction is provided on how<br />
to set up a client account, conduct an assessment, review<br />
client results and drill down into the answer patterns. The<br />
EGUIDE Best Practice Guidelines outline how a quality service<br />
could be evaluated and it was felt that there should<br />
be both qualitative and quantitative indicators, page 24,<br />
eGuide Report.<br />
Target group: Management of VET providers, teachers/trainers in VET, quality managers in VET; educational authorities<br />
and decision-makers
08<br />
EGUIDE – Quality Assurance Framework for Guidance in Initial Training<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
30<br />
Models and tools Quality management<br />
systems<br />
The Quality Assurance Framework for delivery of guidance to disadvantaged job seekers<br />
across Europe presented both in the EGUIDE Research Document and the EGUIDE Brochure<br />
is based on the EU Common Quality Assurance Framework in VET (CQAF) and provides<br />
a template of a quality assurance model with a 6-step guidance process.<br />
31<br />
Criteria/indicators/<br />
benchmarks<br />
The Quality Framework contains quantitative and qualitative indicators in relation to the<br />
EGUIDE Guidance Process Steps and also to the CQAF common core quality criteria.<br />
Tools and instruments<br />
The web-based eGuide tools are an assessment system which analyse a person’s vocational<br />
interests, personality and specific aptitudes.<br />
EQAVET quality cycle Cycle as a whole The EGUIDE Quality Assurance Framework follows in full the interrelated elements –<br />
Purpose and plan; Implementation; Evaluation and assessment and Review (feedback and<br />
procedures for change) – of the CQAF Model.<br />
1 project from<br />
Ireland<br />
08 | EGUIDE – Quality Assurance Framework<br />
for Guidance in Initial Training PAGE 28
09<br />
E-MODE:<br />
Engage Trainers in Learning Modules and<br />
Material Creation<br />
09<br />
<strong>Project</strong> Type and Number: 142008-LLP-1-2008-1-GR-GRUNDTVIG-GMP<br />
32 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
33<br />
www.emode-net.eu<br />
http://eacea.ec.europa.eu/<br />
llp/grundtvig/documents/<br />
Grundtvig_en_2008.pdf<br />
learning and teaching adult education adult education, VET,<br />
in-service training,<br />
e-learning/blended<br />
learning<br />
KENTRO EPAGGELMATIKIS KATARTISIS TOU<br />
INSTITOUTOU ERGASIAS TIS GSEE<br />
Benaki Street 71A, Athens 10681<br />
GREECE<br />
www.inegsee.gr (available only in Greek)<br />
Despoina BAMPANELOU<br />
E-Mail desba@inegsee.gr<br />
Tel/Fax +30 – 210 – 3327734<br />
GR<br />
COUNTRY of the partner organisations<br />
GR, BG, DK, TK, IT<br />
WHAT THE PROJECT IS ABOUT<br />
MAIN PRODUCT 4<br />
The project developed an integrated set of tools, methods<br />
and skills which enable adult educators to design, apply<br />
and evaluate their own modules and materials for flexible,<br />
community and ICT-based learning and using them in various<br />
interactive ways.<br />
Train-the-trainer course<br />
Blended learning course for adult educators on how to<br />
apply the E-Mode methodology. It is a fully-fledged and<br />
Target group: Adult educators, educators in other sectors<br />
well-made blended learning offer with plenty of materials<br />
for the face-to-face and e- learning parts.<br />
MAIN PRODUCT 1<br />
Methodology for development<br />
of<br />
educational units<br />
The document is a thorough and well-structured guidance<br />
publication providing a step-by-step guide for educators<br />
on how to develop interactive, ICT-integrated educational<br />
Target group: Adult educators, educators in other sectors<br />
units. The methodology is well developed, systematic and<br />
can help to develop learning offers of high quality.<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Tools and instruments The Toolkit comprises three “E-MODE” methodologies offering valuable tools for the<br />
development and use of educational modules and materials in various training delivery<br />
modes, on the basis of participatory, collaborative and interactive methods.<br />
MAIN PRODUCT 2<br />
Methodologies and<br />
procedures<br />
Self-assessment/<br />
self-evaluation<br />
The “Methodology for the development and use of educational materials” is not only<br />
a tool for the creation of new materials but is also designed to evaluate the suitability of<br />
already existing materials for a certain target group.<br />
Methodology for the<br />
authoring of<br />
e-learning<br />
Brief introduction how to develop e-learning courses and content.<br />
Target group: Adult educators, educators in other sectors, e-learning facilitators<br />
Support Training A well-documented blended learning course for adult educators and other educators on<br />
the “E-MODE” methodology is offered.<br />
MAIN PRODUCT 3<br />
Methodology for the<br />
development and use of<br />
educational materials<br />
The publication offers guidance on how to evaluate one’s<br />
own and other educators’ teaching and learning materials.<br />
It contains stimuli for a thorough reflective process on the<br />
usefulness and adequacy of educational materials for the<br />
respective target group.<br />
EQAVET quality cycle Planning<br />
Evaluation<br />
The “Methodology for the development and use of educational materials” is a tool for<br />
the creation of new learning and teaching materials in line with the educational needs of<br />
the respective target group.<br />
The “Methodology for the development and use of educational materials” is not only<br />
a tool for the creation of new materials but is also designed to evaluate the suitability of<br />
already existing materials for a certain target group.<br />
Target group: Adult educators, educators in other sectors<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
All products are transferable as such. Need for transfer is high.
10<br />
EMPOWER<br />
European Melting Pot Wide Range Quality System<br />
10<br />
<strong>Project</strong> Type and Number: I/06/B/F/PP-154160<br />
34 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
35<br />
n/a<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=6299<br />
provider level VET VET, AE, etc.<br />
Istituto d‘Istruzione Superiore Professionale e Tecnico<br />
Commerciale „A.Casagrande“ „F. Cesi“ Terni<br />
Piazzale Bosco 3, 05100 Terni (TR)<br />
ITALY<br />
www.casagrande-cesi.it<br />
Antonietta Fabretti<br />
E-Mail coordinator@empower-leonardo.net<br />
Tel/Fax +39 – 744 – 404721 (c. 3293569003) COUNTRY of the partner organisations<br />
+39 – 744 – 300939 IT, AT, GR<br />
IT<br />
WHAT THE PROJECT IS ABOUT<br />
MAIN PRODUCT 3<br />
MAIN PRODUCT 1<br />
Situational Analysis and<br />
Micro Analysis<br />
The aim of the project was to meet the learning needs and<br />
integration problems of immigrant students with different<br />
European school capacity to face these socio-cultural problems.<br />
Furthermore, the project was aimed at carrying out a<br />
quality management model which is able to reach the main<br />
objective previously underlined.<br />
The project proposal intended to experiment an innovative<br />
approach and methodology for managing foreign students’<br />
The report “Situational Analysis and Micro Analysis” aims<br />
at providing a rough analysis of the situation of migrants<br />
and immigration in Austria, Italy and Greece with a special<br />
integration, based on the principles and the values of quali ty<br />
(elaborating a quality management model). The project, in<br />
order to achieve the mentioned objectives, intended to follow<br />
the approach foreseen in the “European Common Reference<br />
Framework on Quality in VET (CQAF)”, which leads<br />
the school partners to identify the good practices ex ante (in<br />
the planning model phase) and in the ex post phase (evaluation<br />
and further validation of the model developed).<br />
focus on migrant pupils and migrant workers. It includes a<br />
brief analysis of experiences and best practices carried out<br />
at participating schools or training institutes.<br />
Target group: Pilot countries in this project. The project could be a background report in other countries<br />
Webpages<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Quality management<br />
systems<br />
Methodologies and<br />
procedures<br />
The webpages explain this project and the products.<br />
Target group: Teachers, school managers, administrative staff<br />
Self-assessment/<br />
self-evaluation<br />
The quality management model of teaching and context services concerning immigrant<br />
students constitutes a self-assessment model – Empower Model – which considers inputs,<br />
processes and outputs as part of total quality along 5 dimensuions as organisation system,<br />
requirements and objectives, recources management, training process, results and analysis<br />
and improvements.<br />
The self-assessment against the newly developed evaluation model, the Empower Model,<br />
includes the identification and analysis of strengths and areas for improvement as well as<br />
allocation of scores.<br />
MAIN PRODUCT 2<br />
Support<br />
Good practices<br />
The report “Situational Analysis and Micro Analysis” includes a brief analysis of experiences<br />
and best practices carried out at educational schools or training institutes participating<br />
in the project.<br />
Empower Model<br />
The model consists of definitions of key terms in the quidelines,<br />
information regarding quality standards/indicators,<br />
methodology and the new evaluation model. One of the<br />
main focuses lies on the self-assessment process and the<br />
practical implementation of the quality model. The report<br />
includes multiside definitions of quality management. The<br />
indicators and monitoring tools have been determined per<br />
cohort, per student and per teaching unit. The evaluation<br />
model is based on orientation of quality management. The<br />
model considers inputs, process and outputs as part of total<br />
quality. The assessment includes analyses of strengths,<br />
weaknesses and best practices. The evaluation is also based<br />
on scores (assessment score scale).<br />
EQAVET quality cycle<br />
Evaluation<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
This project concentrates on self-evaluation against the newly developed evaluation<br />
mo del, the Empower Model.<br />
Target group: Teachers, school managers, administrative staff<br />
This product is transferable to similar and different contexts in VET and also to other education sectors and levels.
EQUABENCH<br />
11 11<br />
Benchmarking European Excellence<br />
<strong>Project</strong> Type and Number: UK/08/LLP/LdV/TOI-163_167<br />
36 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
37<br />
http://equabench.epr.eu<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=4332&prd=2<br />
system level (not primarily<br />
targeted but concerned),<br />
provider level<br />
VET sector, human health<br />
and social work activities<br />
vocational education and<br />
training (VET) organisations<br />
across Europe serving<br />
people with disabilities or<br />
other form of disadvantage.<br />
The Cedar Foundation<br />
Malcolm Sinclair House, 31 Ulsterville Avenue,<br />
BT9 7AS, Belfast<br />
UNITED KINGDOM<br />
www.cedar-foundation.org<br />
Eileen Thomson<br />
E-Mail e.thomson@cedar-foundation.org<br />
Tel/Fax +44 – 28 – 90666188<br />
UK<br />
COUNTRY of the partner organisations<br />
UK, IR, BE, IT, DE, NL, PT, SI<br />
WHAT THE PROJECT IS ABOUT<br />
The Innovative Practice Guides (6) produced by the EQUA-<br />
BENCH network explore the innovative practice used by a<br />
number of leading vocational education and training (VET)<br />
organisations from across Europe in relation to the EFQM<br />
Fundamental Concepts of Excellence.<br />
Support<br />
Good practices<br />
The Innovative Practice Guides allow organisations to gain an overview of some of the<br />
best practice in the European VET sector and can provide a stepping stone for future benchmarking<br />
by providing the Appendix of detailed case studies from the participating VET organisations<br />
which have informed the Innovative Practice Guides. Best business practices<br />
are imported and exported in order to improve the quality of training for people who have<br />
a disability or other form of disadvantage.<br />
MAIN PRODUCT<br />
6 Innovative Practice Guides structured against the EFQM Fundamental Concepts of Excellence<br />
EQAVET quality cycle<br />
Evaluation<br />
Innovative Practice Guide Leadership and Constancy of Purpose; Innovative Practice Guide<br />
Results Orientation<br />
1. Leadership and Constancy<br />
of Purpose;<br />
2. Management by Processes<br />
and Facts;<br />
3. People Development<br />
and Involvement;<br />
4. Customer Focus;<br />
5. Results Orientation;<br />
6. Continuous Learning,<br />
Innovation and<br />
Improvement<br />
The Innovative Practice Guides adapting the innovative<br />
quality practice of 8 European VET organisations – EQUA-<br />
BENCH network members follow a common format including<br />
the Common Practical Steps which structure information<br />
and advice for VET organisations against these<br />
steps in relation to the Fundamental Concept under consideration,<br />
and assist VET organisations to better apply the<br />
principles of the EFQM continuous improvement cycle to<br />
their context. Illustrative Case Studies explore the application<br />
of key aspects of the EFQM Fundamental Concept of<br />
Excellence within VET organisations by highlighting a variety<br />
of innovative approaches and techniques relating to<br />
each Fundamental Concept.<br />
Target group: Managers and senior staff working in VET organisations. Key stakeholders of VET institutions. Oganisations<br />
interested in quality assurance and continuous improvement in a business-focused and results-orientated context.<br />
Implementation<br />
Evaluation<br />
Review<br />
Cycle as a whole<br />
Innovative Practice Guide Management by Process and Facts; Innovative Practice Guide<br />
People Development and Involvement<br />
Innovative Practice Guide Customer Focus; Innovative Practice Guide Results Orientation<br />
Innovative Practice Guide Continuous Learning, Innovation and Improvement<br />
The 6 EFQM Fundamental Concepts of Excellence against which the Innovative Practice<br />
Guides are structured cover all phases of the EQAVET quality cycle.<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Tools and instruments The Innovative Practice Guides developed contain common practical steps which structure<br />
information and advice for VET organisations against these steps in relation to the<br />
Fundamental Concept under consideration, and assist VET organisations to develop innovative<br />
practice and to better apply the principles of the EFQM continuous improvement<br />
cycle to their context.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
To other education sectors with special regard to those serving people with disabilites or with other disadvantages.
12<br />
EQUAL<br />
Evaluation and Quality Assurance in Adult Education<br />
12<br />
<strong>Project</strong> Type and Number: 225251 GR2005-044-022<br />
38 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
39<br />
www.qualityinlearning.net<br />
to be found in the Grundtvig<br />
<strong>Compendium</strong><br />
http://eacea.ec.europa.eu/<br />
static/Bots/docbots/TCP/<br />
Compendia/<br />
Compendia2005.htm<br />
provider level, learning and<br />
teaching level<br />
n/a<br />
VET, AE, etc.<br />
IDEC<br />
Iroon Polytechniou 96, GR-18536 Piraeus<br />
GREECE<br />
www.idec.gr<br />
Sofia Spiliotopoulou<br />
E-Mail info@idec.gr<br />
Tel/Fax +30 – 210 – 4286227<br />
GR<br />
COUNTRY of the partner organisations<br />
ES, RO, IE, LT, DE<br />
WHAT THE PROJECT IS ABOUT<br />
MAIN PRODUCT 3<br />
MAIN PRODUCT 1<br />
The training course and<br />
the training programme<br />
The objective of the training course was to provide the<br />
necessary skills and competencies to adult education staff<br />
in order to ensure the quality of the training process, of the<br />
The training programme defines the objectives of the training<br />
course, the training methodology, the structure, the<br />
contents and timetable of the training, the profile of the<br />
trainers and course participants, the training materials that<br />
training outcomes as well as continuous improvement, taking<br />
into account the particular needs of adult learning.<br />
are used, the certification and the evaluation procedure.<br />
The training programme consists of 3 weeks of distance<br />
learning and 5 days of in-classroom training including observation<br />
visits to adult education institutes.<br />
Training of trainers<br />
Certified trainers, as experts in the subjects of adult learning,<br />
quality management and evaluation come from different<br />
European countries to administrate the course.<br />
The training course consists of two interrelated parts:<br />
Part 1: How to design, implement, monitor and improve a<br />
quality management system (QMS) in an adult education<br />
institute (according to ISO 9001).<br />
Part 2: How to design and implement an evaluation plan in<br />
adult education institutes and projects. How to use evaluation<br />
results for continuous improvement.<br />
After the termination of the project with participants from<br />
all European countries the training course will be offered on<br />
a bi-annual basis.<br />
Target group: Managers, administrative staff and trainers of adult training institutes in the subject of quality assurance<br />
and evaluation in adult education at institute level and at project level.<br />
Target group: Managers, administrative staff and trainers of adult training institutes in the subject of quality assurance<br />
and evaluation in adult education at institute level and at project level.<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
MAIN PRODUCT 2<br />
Models and tools Quality management<br />
systems<br />
The handbook constitutes the core issues of the training courses which are: adult learning,<br />
quality assurance, quality management systems and evaluation in training.<br />
Training materials and<br />
the handbbook (70<br />
pages)<br />
Evaluation and Quality Assurance in Adult Learning (9 chapters).<br />
The training materials of the project consist of:<br />
A handbook; 3 case studies; exercises and project work,<br />
based mainly on the case studies; slides and handouts; a<br />
CD-ROM gathering all the training material.<br />
The e-learning portal, serves as: on-line communication<br />
platform; virtual library; file sharing, trainer’s manual.<br />
Target group: Managers, administrative staff and trainers of adult training institutes in the subject of quality assurance<br />
and evaluation in adult education at institute level and at project level.<br />
Support Training<br />
Good practices<br />
The training course and the training programme in the subject of Quality Assurance and<br />
Evaluation in Adult Education provide the necessary skills to managers, trainers and staff of<br />
adult education centres to design and implement quality assurance / quality management<br />
and evaluation procedures.<br />
There are 3 case studies that accompany the handbook contents and provide practical examples<br />
of the theoretical principles of applying quality management systems and evaluation<br />
methodologies in adult education institutes and courses.
12<br />
EQUAL – Evaluation and Quality Assurance in Adult Education<br />
Titel 00<br />
40<br />
EQAVET quality cycle Evaluation<br />
The Part 2 of the Training of trainers training course focuses on how to design and implement<br />
an evaluation plan in adult education institutes and on how to use the evaluation<br />
results for continuous improvement.<br />
41<br />
Cycle as a whole<br />
The Part 1 of the Training of trainers training course focuses on how to design, implement,<br />
monitor and improve a quality management system (QMS) in an adult education institute<br />
(according to ISO 9001).<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
Generally can be transferred with a focus on managers, administrative staff and trainers of adult training institutes.<br />
2 projects from<br />
Greece<br />
09 | E-MODE: Engage Trainers in Learning Modules<br />
and Material Creation PAGE 32<br />
12 | EQUAL – Evaluation and Quality Assurance<br />
in Adult Education PAGE 38
13<br />
EQUASS in Practice.<br />
Implementation of Quality Assurance for VET Providers in Vocational<br />
Rehabilitation according to the EQUASS Assurance Standard<br />
(European Quality in Services) in some selected EU Countries.<br />
13<br />
<strong>Project</strong> Type and Number: NO/08/LLP-LdV/TOI/131003<br />
42 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
43<br />
www.equass.no/equass-inpractice-1.aspx<br />
(only available in Norwegian)<br />
www.epr.eu/index.php/<br />
equass/projects/166<br />
www.adam-europe.eu/<br />
prj/6213/project_6213_<br />
en.pdf<br />
provider level<br />
human health and social<br />
work activities, education<br />
VET, in-service training,<br />
school education, adult<br />
education<br />
Association of Vocational Rehabilitation Enterprises<br />
Postboks 5473, Majorstuen 0305 Oslo<br />
NORWAY<br />
www.attforingsbedriftene.no<br />
(only available in Norwegian)<br />
Andreas Tømmerbakke<br />
E-Mail andreas.tommerbakke@nhoservice.no<br />
Tel/Fax +47 – 99425556<br />
NO<br />
COUNTRY of the partner organisations<br />
BE, PT, LT, IE, SI<br />
WHAT THE PROJECT IS ABOUT<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
EQUASS Assurance is a certification system for quality assurance<br />
in social services developed by the European Platform<br />
for Rehabilitation (EPR). Upon the initiative of AVRE<br />
(Association of Vocational Rehabilitation Enterprises in<br />
Norway) six organisations from Lithuania, Slovenia, Portugal,<br />
Belgium, Ireland and Norway engaged in a project<br />
to make the EQUASS Assurance certification system more<br />
easily available to all VET providers. The project EQUASS in<br />
Practice aimed at developing methods, guidelines and strategies<br />
and sharing best practice for how VET service providers<br />
may work to implement the EQUASS Assurance certification<br />
programme, with the aim of improving the quality of<br />
their services and achieving sustainable working practices.<br />
Models and tools Quality management<br />
systems<br />
Standards<br />
Criteria/indicators/<br />
benchmarks<br />
The “EQUASS in Practice” web-based manual describes a sector-specific quality framework<br />
consisting of a model with 9 principles for quality, 38 quality criteria and 98 performance<br />
indicators all based on the key values of the social sector. The criteria cover essential<br />
elements of a Quality Management System (QMS) applicable in social services. The EQUASS<br />
Quality Framework elaborates on each of the criteria and indicators which form the basis of<br />
the EQUASS Assurance certification programme, too.<br />
MAIN PRODUCT 1<br />
“EQUASS in Practice”<br />
Web-based Manual<br />
The manual is a practical tool which coaches the VET providers<br />
through their quality assurance work and enables<br />
them to become more easily certified by providing assistance<br />
in clarifying and understanding all requirements in<br />
the EQUASS Assurance standard. The manual is compiled<br />
as follows: 1. Introduction; 2. Strategy. The implementation<br />
strategy outlines how EQUASS may be introduced at<br />
national (macro) level and how the individual organisations<br />
may work to implement EQUASS Assurance (meso<br />
level); 3. EQUASS Quality Framework: The EQUASS Quality<br />
Framework consists of a model with 9 principles for quality,<br />
38 quality criteria and 98 performance indicators which are<br />
widely approved by European stakeholders of the sector.<br />
The framework elaborates on each of the criteria and indicators<br />
in the EQUASS Assurance certification programme.<br />
A glossary with explanations of some words and terms<br />
used in the standard is also provided.; 4. FAQ. Frequently<br />
asked questions.<br />
Target group: All potential applicants (VET providers in vocational rehabilitation) for certification according to EQUASS<br />
Assurance. All local licence holders of EQUASS Assurance.<br />
Methodologies and<br />
procedures<br />
EQAVET quality cycle<br />
Self-assessment/<br />
self-evaluation<br />
External assessment/<br />
external evaluation<br />
Accreditation of<br />
providers/institutions<br />
Cycle as a whole<br />
The EQUASS Assurance certification system enables organisations which provide services<br />
in the social sector to engage in an external certification process at a European level<br />
by which they assure quality of their services to service users and other stakeholders. An<br />
internal audit against the EQUASS Assurance criteria and indicators is based on a questionnaire<br />
approach. The external audit is carried out by an independent and qualified auditor in<br />
a two-day site visit.<br />
An organisation that meets the EQUASS Assurance criteria will be certified for a period of<br />
two years.<br />
The EQUASS Assurance certification fully complies with the core criteria of the Common<br />
Quality Assurance Framework (CQAF) of the Vocational Education and Training (VET)<br />
sector.<br />
MAIN PRODUCT 2<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
An implementation<br />
strategy<br />
(as a part of the manual)<br />
The manual and its many quality principles, criteria and<br />
performance indicators shall be used together with the<br />
implementation strategy document describing the implementation<br />
of the EQUASS Assurance. The strategy covers<br />
implementations at both macro (national) and meso (organisational)<br />
levels.<br />
Other sectors if we want to introduce other QA models. The many indicators can also inspire others.<br />
Target group: All potential applicants (VET providers in vocational rehabilitation) for certification according to EQUASS<br />
Assurance. All local licence holders of the EQUASS Assurance.
europass+/Europass+<br />
14 14<br />
<strong>Project</strong> Type and Number: D/06/B/F/PP-146 490<br />
44 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
45<br />
www.europassplus.info<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=2385<br />
system level not primarily<br />
but also connected;<br />
provider level, learning and<br />
teaching level<br />
other service activities VET, AE, etc.<br />
Forschungsinstitut Betriebliche Bildung GmbH<br />
Obere Turnstr. 8, 90429 Nürnberg<br />
GERMANY<br />
www.f-bb.de<br />
Gabriele Fietz<br />
E-Mail fietz.gabriele@f-bb.de<br />
Tel/Fax +49 – 911 – 27779-0<br />
DE<br />
COUNTRY of the partner organisations<br />
UK, ES, PL, FR, NL<br />
WHAT THE PROJECT IS ABOUT<br />
MAIN PRODUCT 3<br />
MAIN PRODUCT 1<br />
The project aimed at developing and piloting instruments for the documentation of informally acquired competences within<br />
the Europass CV.<br />
Dissemination<br />
products<br />
> Leaflet europass+<br />
> Bochure europass+<br />
> Poster europass+<br />
Target group: Young people, VET trainers of these young people<br />
The project and its results are well promoted through these<br />
‘dissemination products’. They are presented in an attractive,<br />
professional format and make it easy to get basic information<br />
about europass+ very quickly.<br />
Europass+ website<br />
www.europassplus.de<br />
The general section of the website provides adequate and<br />
detailed information about the project, its products and<br />
the general context of Europass and the assessment of informally<br />
acquired competences.<br />
Target group: Young people, VET trainers of these young people<br />
The website is divided into three parts focusing on three<br />
target groups: experts, trainers and apprentices.<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Tools & instruments The Europass+ Online instrument is to support trainees and trainers in assessing and documenting<br />
their personal skills and informally acquired competences.<br />
MAIN PRODUCT 2<br />
EQAVET quality cycle Evaluation The Online support tool helps the assessment of informally acquired competences.<br />
Online support tool<br />
The online tool supports young people and their VET trainers<br />
in assessing and documenting informal competences<br />
and including them in section 5A of the Europass.<br />
Target group: Young people, VET trainers of these young people<br />
The tool is easy to understand and follows a transparent<br />
step-by-step system.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
The support tools can be transferred to all education sectors since informally acquired competences play an important role<br />
in all education areas.
European Fundraising<br />
Accreditation and Training<br />
15 15<br />
<strong>Project</strong> Type and Number: EUR/05/C/F/PP-84711<br />
46 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
47<br />
www.vocational<br />
qualification.net/<br />
mmedia/2008.07.11/<br />
1215773569.pdf<br />
http://leonardo.ec.europa.<br />
eu/pdb/detail_en_2000.<br />
cfmNumero=5084711&<br />
Annee=2005<br />
system level, learning and<br />
teaching level<br />
education activities of<br />
membership organisation<br />
n.e.c., other service<br />
activities<br />
VET, AE, etc.<br />
EUROPEAN FUNDRAISING ASSOCIATION<br />
317/3 Keizersgracht, 1016 EE Netherland<br />
www.efa-net.eu<br />
M. Jonathan Duschinsky<br />
E-Mail jon@uniongenerosite.org<br />
Tel/Fax +31 – 6 – 617607-11<br />
EU<br />
COUNTRY of the partner organisations<br />
DE, FR, HU, LUX, ES, SE, UK<br />
WHAT THE PROJECT IS ABOUT<br />
The project was interested in the job opportunities given in the third sector by the specific professional profile of fundraiser.<br />
It is a crucial profile in the civil society sector, currently estimated to be the seventh most important economic sector in the<br />
global economy; the partners aimed at analysing, promoting their training for specific tasks inside the NGOs, and at increasing<br />
transparency, efficiency and quality because of the present lack of benchmark and tools able to identify effectively trained<br />
fundraisers. The training modules framework is supported by a European Fundraising Syllabus and by an assessment model.<br />
MAIN PRODUCT 3<br />
Dissemination<br />
products<br />
The product explains entry requirements, achieving course<br />
outcomes, general principles of assessments and routes<br />
to assessment (academic and vocational assessment and<br />
accrediting prior experience and learning/APEL process).<br />
This product also includes the main principles for assessment<br />
and quality assurance.<br />
Target group: National fundraising associations and educators. The final users of the results are a broad variety of civil<br />
society and volontary organisations, cultural and non-profit institutions.<br />
MAIN PRODUCT 1<br />
Handbook:<br />
Competence<br />
Framework<br />
The Competence Framework helps to develop an appropriate<br />
training module that fundraisers require in order to<br />
maximise fundraising and ultimately to improve the effectiveness<br />
of their organisations. The Competence Framework<br />
is devided into four parts: Communicating a Case for<br />
Support, Managing Resources for Fundraising, Managing<br />
Fundraising and Managing People. Every key area consists<br />
of requirements, performance criteria and demonstration<br />
requirements for fundraisers. The framework was validated<br />
across 12 countries.<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Standards The EFA Certification Competence Framework and the EFA Fundraising Syllabus define<br />
the shared skills and knowledge that are required of all professional fundraisers working<br />
across Europe in order to maximise fundraising and ultimately to improve the effectiveness<br />
of their organisations.<br />
Target group: National fundraising associations and educators. The final users of the results are a broad variety of civil<br />
society and volontary organisations, cultural and non-profit institutions.<br />
Criteria/indicators/<br />
benchmarks<br />
The Assessment Guidelines indicate the main principles and criteria for assessment and<br />
quality assurance to ensure successful training delivery.<br />
MAIN PRODUCT 2<br />
Handbook:<br />
EFA Fundraising<br />
Syllabus<br />
The EFA Syllabus for fundraising divides the teaching content<br />
into six main teaching areas, which are sub-divided<br />
into specific teaching areas indicating the qualification<br />
required by the teacher for each teaching area. It links the<br />
six main teaching areas (social and cultural context, FR<br />
management, FR strategies, FR methods, FR forms and<br />
legal regulations) to the four key areas of the EFA Certification<br />
Competence Framework (Communicationg Case for<br />
Support, Managing Resources, Managing Fundraising and<br />
Managing People).<br />
Methodologies and<br />
procedures<br />
Certification of<br />
individuals<br />
EQAVET quality cycle Planning<br />
Evaluation<br />
The EFA Certification recognises professional fundraising qualifications of the highest<br />
standard.<br />
In the Handbook: Competence Framework the first qualification framework for fundraising<br />
across Europe together with standards for certification of competences of individuals<br />
– fundraising practitioners are defined.<br />
According to the Assessment Guidelines the academic and vocational assessment and also<br />
assessment of prior learning and experience of students takes place.<br />
Target group: National fundraising associations and educators. The final users of the results are a broad variety of civil<br />
society and volontary organisations, cultural and non-profit institutions.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
The models, stuctures and process are transferable to other educational contents.
EXPERO2EU<br />
16 16<br />
Expero in European Union: Focus on Mechatronics<br />
<strong>Project</strong> Type and Number: LLP-LdV/TOI/08/IT/518<br />
48 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
49<br />
www.expero2.eu<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=4408<br />
learning and teaching level<br />
professional, scientific and<br />
technical activities<br />
VET; in-service training;<br />
school education;<br />
adult education; higher<br />
education<br />
Istituto Tecnico Industriale Arturo Malignani<br />
Viale Leonardo da Vinci 10, 33100 Udine<br />
ITALY<br />
www.malignani.ud.it<br />
Arturo Campanella<br />
E-Mail arturo.campanella@istruzione.it<br />
Tel/Fax +39 – 432 – 46380<br />
IT<br />
COUNTRY of the partner organisations<br />
IT, ES, UK, AT, FI, TR, DK<br />
WHAT THE PROJECT IS ABOUT<br />
MAIN PRODUCT 2<br />
Expero2Eu is a European project, founded by the Leonardo da Vinci LLP programme as a Transfer of Innovation project<br />
aimed at making the ExPerO model a sovra-national European standard to evaluate and improve the quality of the learning<br />
outcomes in the vocational schools.<br />
In this sense the aim is to integrate the instruments produced in VQTS (another LdV Pilot project) to also measure and<br />
compare credits and competencies as part of the learning outcome. The project is dedicated – in this experimental phase<br />
– to the mechatronics area of competencies. A network of schools in different European countries will act for a reciprocal<br />
recognition of competencies and credits.<br />
Set of tools<br />
Beside the quality model a set of tools has been developed<br />
in order to assess and evaluate the quality of the learning<br />
outcome in the vocational education sector. ExPerO offers<br />
tools to collect data (assessment phase, consisting of<br />
both quantitative and qualitative measures), instruments<br />
to evaluate this data (evaluation phase, which provides<br />
synthetic and weighted indicators), data sheet provided<br />
for documentation of the implementation of the model<br />
and a database management (where the data is stored). A<br />
new product is Exqlusieve which is also referred to in the<br />
certification standard. It is a step-by-step instruction on<br />
the schedule of the internal implementation of the quality<br />
model with reference to documents that can/should be<br />
used and some tips also for data collection (i. e. how to conduct<br />
semi-structured or open interviews).<br />
MAIN PRODUCT 1<br />
Target group: National fundraising associations and educators. The final users of the results are a broad variety of civil<br />
society and volontary organisations, cultural and non-profit institutions.<br />
Standard for the<br />
Certification of Quality<br />
in Professional Education<br />
and Training<br />
ExPerO is recognised as a European standard in the assessment<br />
of the learning outcome quality. The document<br />
STANDARD FOR THE CERTIFICATION OF QUALITY IN PRO-<br />
FESSIONAL EDUCATION AND TRAINING describes in detail<br />
this standard containing eight families of characteristics<br />
(e.g. Mission and vision, Organisational processes, Quality<br />
of results, Quality of competencies, etc.) and the innovative<br />
ExPerO model, which is the first supranational European<br />
model aimed at evaluating the quality of learning outcomes.<br />
The ExPerO quality model is based on an ISO-related approach<br />
and on a results’ evaluation methodology which<br />
fosters coherence between the stakeholders’ expectations<br />
(both internal and external) and the perception of the VET<br />
training results (Should – Is comparison). The Internal Control<br />
Plan represents the systematic verifications carried out<br />
by the training organisations of the effective implementation<br />
of the ExPerO standard with the purpose of controlling<br />
the correct compliance of each quality characteristic.<br />
An overview of relevant documents and the records/documentation<br />
needed for certification is also included but the<br />
internal auditing process and the certification procedure<br />
are not described.<br />
Target group: All training centres which offer level 4 and/or 5 as specified in the European Qualifications Framework (EQF).<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Criteria/indicators/<br />
benchmarks<br />
Tools and instruments<br />
Models and tools Standards The document “Standard for the Certification of Quality in Professional Education and<br />
Training” contains the detailed description of the certification standard, the ExPerO theoretical<br />
quality model and its quality characteristics (criteria) able to assess and evaluate the<br />
quality of VET learning outcomes.<br />
A set of common tools has been created in order to assess and evaluate as well as improve<br />
the quality of the learning/training outcomes in the vocational education and training<br />
sector.<br />
Methodologies and<br />
procedures<br />
Accreditation of<br />
providers/institutions<br />
Accreditation of ExPerO as a European standard in the assessment of the learning outcome<br />
quality.<br />
The document “Standard for the Certification of Quality in Professional Education and<br />
Training” details each certified characteristic and provides a list of records necessary for<br />
evidence demonstration according to the ExPerO standard requirements.
16<br />
EXPERO2EU – Expero in European Union: Focus on Mechatronic<br />
Titel 00<br />
50<br />
EQAVET quality cycle Evaluation As a certification standard the ExPerO theoretical quality model and its quality characteristics<br />
(all included in the document “Standard for the Certification of Quality in Professional<br />
Education and Training”) and common tools have been developed to assess and<br />
evaluate the quality of VET learning outcomes.<br />
51<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
Generally all areas working with learning outcomes.<br />
RELATED PROJECTS<br />
VQTS: www.vocationalqualification.net/vqts<br />
8 projects from<br />
Germany<br />
01 | ACT-Net<br />
Active Citizen Training Network PAGE 8<br />
04 | CM ProWork – Competence Management<br />
in the Production Sector PAGE 18<br />
06 | DELID – A Dialogue Approach to Developing<br />
E-Learning Courses PAGE 22<br />
14 | europass+/Europass+ PAGE 44<br />
17 | Flexi-Path – Flexible Professionalisation<br />
Pathways for Adult Educators between<br />
the 6 th and 7 th Level of EQF PAGE 52<br />
19 | Guiding from School to Job PAGE 56<br />
29 | QUALIVET – Quality Development and Quality<br />
Assurance with Labour Market Reference PAGE 88<br />
38 | TQP-EU – Transnational Quality <strong>Project</strong> PAGE 116
17<br />
Flexi-Path<br />
Flexible Professionalisation Pathways for Adult Educators<br />
between the 6 th and 7 th Level of EQF<br />
17<br />
<strong>Project</strong> Type and Number: 2008-1-DE2-LEO05-00151, DE/08/LLP-LdV/TOI/147187<br />
52 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
53<br />
www.flexi-path.eu<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=3818<br />
system level, provider level adult education adult education, higher<br />
education<br />
Deutsches Institut für Erwachsenenbildung<br />
Heinemannstraße 12-14, 53175 Bonn<br />
GERMANY<br />
www.die-bonn.de/default.aspx<br />
Dr. Anne Strauch<br />
E-Mail strauch@die-bonn.de<br />
Tel/Fax +49 – 228 – 3294172<br />
DE<br />
COUNTRY of the partner organisations<br />
EE, ES, IT, RO<br />
WHAT THE PROJECT IS ABOUT<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
MAIN PRODUCT 1<br />
Common<br />
Competence Profile<br />
Although a well-recognised need, little attention has been paid to defining the contents and processes of initial training<br />
and the further professionalisation of staff working in adult learning. Flexi-Path facilitates the transparency and recognition<br />
of adult educator qualifications across Europe, making them comparable by having a common reference (EQF) and a common<br />
master adult educator profile which promotes the idea of mobility through standardised educational programmes and<br />
qualification levels.<br />
Flexi-Path also enhances the recognition and valorisation of adult educator learning that has occurred within non-formal and<br />
informal settings by means of a validation instrument. With the help of this validation instrument adult educators’ awareness<br />
of their knowledge and skills will be raised and they will be able to better plan their future professional development.<br />
Flexible professionalisation pathways for adult educators between the 6 th and the 7 th level of EQF<br />
The document contains a description of the project, a national<br />
report and a suggested structure for a common European<br />
Master Adult Educator competence profile which<br />
provides a common referential for adult educators on EQF<br />
levels 6 (Bachelor) and 7 (Master). The document argues<br />
convincingly for the need to make adult educators’ complex<br />
professional competencies more visible and acknowledged.<br />
It offers a framework which allows to relating these<br />
competencies to the EQF levels 6 and 7.<br />
Target group: Adult educators, management of adult education providers, certification bodies<br />
Models and tools Tools and instruments The Flexi-Path Toolkit developed enables to evidence and refer adult educators’ competencies<br />
to EQF levels 6 and 7.<br />
Methodologies and<br />
procedures<br />
EQAVET quality cycle Evaluation The project is about validation and recognition of competencies in a specific sector, i.e.<br />
adult education. During self-assessment the adult educator indicates the assessed level<br />
(not met, level 6 met, level 7 met) against each competence as well as defines the supporting<br />
evidences and the developmental activities to follow.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
RELATED PROJECTS<br />
Self-assessment/<br />
self-evaluation<br />
Although the approach is very sector-specific it may be transferred to related sectors such as social work.<br />
EMAE: www.die-bonn.de/doks/egetenmeyer0901.pdf<br />
The Flexi-Path Toolkit is a self-evaluation toolkit – a validation instrument of adult educators’<br />
competencies which meet EQF level 7 by adult educators themselves.<br />
MAIN PRODUCT 2<br />
Flexi-Path Toolkit<br />
Process description and a well-elaborated, valuable and<br />
applicable self-evaluation toolkit for evidencing/validating<br />
generic competencies of adult educators which enables<br />
them to refer their work-based competencies to EQF levels<br />
6 and 7 and to document these competencies in a portfolio.<br />
(The toolkit is presented in a professional and userfriendly<br />
manner).<br />
Target group: Adult educators, management of adult education providers, certification bodies
18<br />
GEMS<br />
Guidance for Educators, Mentors and Students<br />
18<br />
<strong>Project</strong> Type and Number: ISL/06/B/F/PP-164005<br />
54 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
55<br />
www.leogems.org<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=4063<br />
provider level, learning and<br />
teaching level<br />
n/a<br />
VET, AE, etc.<br />
IDAN<br />
Skúlatún 2, 105 Reykjavík<br />
ICELAND<br />
www.idan.is<br />
Helen Williamsdóttir Gray<br />
E-Mail helen@idan.is<br />
Tel/Fax +354 – 5 – 906423<br />
IS<br />
COUNTRY of the partner organisations<br />
IS, UK, BE, SE, PL<br />
WHAT THE PROJECT IS ABOUT<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
GEMS developed a simple but effective process for quality improvement and enhancement of learner experiences in a workbased<br />
learning environment within the hospitality and food sectors across Europe. The tools developed “A Guide for Coordinators<br />
and Mentors” in work-based learning in 5 languages and a “Student Logbook” in 5 languages, which are currently<br />
being implemented in an adapted form in the hospitality and food sectors in Icelandic VET schools as well as in the partner<br />
countries. The products are also being further adapted and transferred to new countries through a Leonardo partnership<br />
project through which they are used by 30 restaurants across Europe. Culinary and hospitality students on mobility grants<br />
also use the logbooks during training abroad.<br />
Models and tools Criteria/indicators/<br />
benchmarks<br />
Tools and instruments<br />
The Guide covers the set of standardised quality indicators specific to work-based learning<br />
which promote the transparency of competences among employers across Europe.<br />
The Guide gives guidance on how educational leaders can increase the quality and transparency<br />
of practical training in the hospitality and food sector.<br />
MAIN PRODUCT 1<br />
EQAVET quality cycle Implementation The Guide describes the process of an international internship and contains suggestions<br />
which help the learners to manage the process from when they are accepted for an internship<br />
abroad until the successful completion of this experience with writing the final report.<br />
Gems<br />
Guidance for Educators, Mentors and Students<br />
The guide addresses the planning, conditions and evaluation<br />
of work-based learning as well as communication<br />
techniques, health and safety, educational quality indicators<br />
and equality issues in the hospitality and food sectors<br />
across Europe.<br />
There are three guides which complement each other:<br />
1. The Coordinator and Mentor Guide<br />
2. The Student Work-Based Learning Logbook –<br />
Preparation, and<br />
3. The Work-Based Learning Logbook – Hospitality and<br />
Tourism<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
Could inform VET providers of workplace learning across the spectrum of occupations.<br />
Target group: VET providers of hospitality and tourism training throughout Europe.
19<br />
Guiding from School to Job<br />
Professionalism in the Work with Young People at Risk of Social<br />
Exclusion/Guiding from School to Job<br />
19<br />
<strong>Project</strong> Type and Number: D/05/B/F/PP-146 307<br />
56 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
57<br />
www.bildungsmarkt.de/<br />
en/index.phpm=4&mi=<br />
104&mid=159<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=2052<br />
system level, provider<br />
level, learning and teaching<br />
level<br />
human health; social work<br />
activities<br />
VET, AE, etc.<br />
Bildungsmarkt Vulkan GmbH<br />
Vulkanstrasse 13, 10367 Berlin<br />
GERMANY<br />
www.bildungsmarkt.de<br />
Regina Walther<br />
E-Mail rwalther@bildungsmarkt.de<br />
Tel/Fax +49 – 30 – 55680927<br />
DE<br />
COUNTRY of the partner organisations<br />
NL, IT, FR, DE, FI, PL, UK, TR<br />
WHAT THE PROJECT IS ABOUT<br />
The project evaluated the practice of guidance actually provided by the teaching and training staff, and the practice of guidance<br />
training for this staff. In a process of needs review and exchange of experience best practice was extracted and quality<br />
standards were proposed for guidance training to these “informal guidance workers”, which focus on<br />
• competences and learning aims,<br />
• contents: adequate guidance methodologies, procedures, knowledge, networks,<br />
MAIN PRODUCT 3<br />
Compilation<br />
Practice Examples for Guidance and for Training in Guidance<br />
The report offers an overview of good practice examples of guidance from 7 countries and of training for guidance.<br />
Target group: System level; providers that offer training for guiders and counsellors and their clients themselves<br />
• didactic and logistic implementation in the education and training systems for different professional groups<br />
(teachers, trainers, social workers, psychologists, etc.).<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
MAIN PRODUCT 1<br />
A Competence Profile<br />
for Guiders<br />
Guiding Young People at Risk of Social Exclusion from School to Work<br />
The competence profile is centered around seven competences that define the quality required to offer good guidance.<br />
Target group: VET providers of hospitality and tourism training throughout Europe.<br />
Models and tools Standards The Competence Profile for Guiders – Guiding Young People at Risk of Social Exclusion<br />
from School to Work is a set of seven core competences defining the quality required to<br />
offer good guidance as well as the quality standards for the guidance systems and their<br />
institutions. The discussion paper “Quality Control and Quality Development in Guidance”<br />
sets standards for the development and the control of quality in guidance training<br />
and guidance practice for each of the seven competences. The quality issues mentioned<br />
here are a selection of some of the core elements of the competence profile defining quality<br />
of guidance and quality of training for guidance.<br />
MAIN PRODUCT 2<br />
Discussion paper<br />
“Quality Control and Quality Development in Guidance”<br />
The paper is based on the competence profile and intends<br />
to contribute to a discussion about strategies for an efficient<br />
and effective control of quality and the continuous<br />
development of the quality of guidance; for each of the<br />
7 competences there are standards defined both for the<br />
training and for the process of guidance itself. Furthermore<br />
there is a special focus on self-reflection in the guidance<br />
process.<br />
Target group: System level; providers that offer training for guiders and counsellors and their clients themselves<br />
Support Good practice The Compilation of Practice Examples for Guidance and for Training in Guidance offers a<br />
well-structured overview of good practice examples of guidance as well as good practice of<br />
training for guidance in various European countries.<br />
EQAVET quality cycle Implementation The Competence Profile is an instrument to define and develop quality standards for the<br />
educational offer for future guiders by using the concept of competence and based on<br />
analy sis and examples in the area of guidance.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
Transfer to other countries would be easily possible, especially as what is still needed can be seen in the whole process of the<br />
project; can also be taken as good example for contexts other than guidance.
20<br />
i2i<br />
Internship to Industry<br />
20<br />
<strong>Project</strong> Type and Number: LLP-LdV/TOI/2007/SE/1291<br />
58 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
59<br />
www.internship2industry.eu<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=4323<br />
provider level, learning and<br />
teaching level<br />
professional, scientific and<br />
technical activities<br />
VET, AE, etc.<br />
Göteborgsregionens Tekniska Gymnasium<br />
Box 8090, 40278 Göteborg<br />
SWEDEN<br />
www.gtg.se<br />
Gisela Bohlin<br />
E-Mail gisela.bohlin@gtg.se<br />
Tel/Fax +46 – 31 – 7603430<br />
SE<br />
WHAT THE PROJECT IS ABOUT<br />
The aim of this European Leonardo da Vinci project was to improve the quality of workplace training in industries in Europe.<br />
Useful manuals were developed to secure the whole process of work placement from the preparation to the point of admission<br />
to an internship. The manuals support schools, companies, exchange organisations as well as participants. European<br />
mobility is one possibility to increase the competitiveness of enterprises. Work placements improve the quality of education<br />
and the industrial location. In the project three web-based manuals were developed that provide assistance in the preparation,<br />
implementation and follow-up of stays abroad: manual for internship coordination in VET, manual for internship<br />
supervisors in VET, manual for internship trainees in VET.<br />
MAIN PRODUCT 3<br />
Manual<br />
Internship trainees in VET<br />
The manual helps trainees to prepare for the internship abroad by giving practical advice on how to act and behave at the<br />
workplace as well as how to cope with unexpected situations.The whole internship procedure is described step by step<br />
(before – during – after) in the perspective of the trainee. The manual also provides useful information about how to get out<br />
most personal benefits.<br />
Target group: Students, apprentices and young applicants who will do their internship in enterprises in the technical industry<br />
branch in Europe.<br />
MAIN PRODUCT 1<br />
Manual<br />
Internship coordinators in VET<br />
The manual facilitates the internship process for coordinators<br />
who organise internships in the technical industry sector<br />
in Europe by describing the process/procedure step by<br />
step, i.e. how to plan an internship (both for hosting and<br />
sending organisations), how to carry it out and how to follow<br />
it up. Coordinator tools developed on the basis of good<br />
practices of the project partners and also useful links support<br />
each section of the 15-page manual.<br />
Target group: Internship coordinators in companies, schools, institutions, intermediary organisations, departments, etc.<br />
in Europe which supply and organise internships in the technical industry branch. Exchange organisations.<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Tools and instruments The Manual for internship coordinators in VET facilitates the organisation of internships<br />
by describing the process step by step. Coordinator tools (forms and documents) are also<br />
provided.<br />
The Manual for internship supervisors in VET helps the supervisor at the enterprise/workplace<br />
how to supervise the trainee, how to support and guide the learning process of the<br />
trainees by describing the different phases in the internship procedure step by step. Supportive<br />
tools, forms, documents, etc. are also provided.<br />
MAIN PRODUCT 2<br />
Manual<br />
Internship supervisors in VET<br />
The Manual for internship trainees in VET helps trainees to prepare for the internship<br />
abroad by describing again the whole procedure with all the steps to be taken, but in the<br />
perspective of the trainee. It also contains useful documents such as model contracts,<br />
checklists, addresses, etc.<br />
This manual supports the supervisor at the workplace by<br />
describing the different phases and the tasks of the supervisors<br />
in the internship procedure step by step and by giving<br />
him/her tools for how to supervise the trainee. The manual<br />
also contains information about some extra topics that can<br />
be useful for the job of a supervisor (e.g. communication,<br />
leadership styles, conflict management).<br />
Target group: Internship managers and supervisors in enterprises in the technical/industrial branch.
20<br />
I2I – Internship to Industry<br />
Titel 00<br />
60<br />
Support Good practice The supporting coordinators tools included in the Manual for internship coordinators in<br />
VET were developed on the basis of good practices of the project partners (e.g. documents<br />
such as matrix of competences, checklist for welcoming of trainees; and forms such as<br />
trainee application form, trainee’s self-assessment form, trainee’s folder, internship evaluation<br />
by the trainee).<br />
61<br />
EQAVET quality cycle Evaluation<br />
At the end of/after the internship the trainee’s competences will be assessed and the internship<br />
project as a learning process be evaluated, feedback of the process collected.<br />
Cycle as a whole<br />
The 3 manuals – “Manual for internship coordinators in VET”, “Manual for internship<br />
supervisors in VET” and “Manual for internship trainees in VET” – describe the internship<br />
process step by step (before/during/after) with consideration of the quality cycle, i.e.<br />
how to plan an internship, how to carry it out, how to evaluate it and how to follow it up.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
1 project from<br />
France<br />
To other educational sectors where internships in foreign countries might be relevant, e.g. higher education.<br />
21 | Improving the Quality of Guidance – AQOR PAGE 62
21<br />
Improving the Quality of Guidance – AQOR<br />
(Améliorer la qualité de l’orientation)<br />
21<br />
<strong>Project</strong> Type and Number: LLP-LdV-TOI-2007-FR-037<br />
62 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
63<br />
www.aqor.droa-eu.org<br />
(available only in fr, it, pl and cat)<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=4902&proj<br />
Lang=en<br />
provider level adult education adult education, guidance<br />
and counselling<br />
PRAO (Pôle Rhône-Alpes de l‘Orientation)<br />
1 esplanade François Mitterrand, CS 20033,<br />
69269 Lyon Cedex 02<br />
FRANCE<br />
www.prao.org (available only in French)<br />
Aline Grimand<br />
E-Mail agrimand@rhonealpes.fr<br />
Tel/Fax +33 – 4 – 72594885<br />
FR<br />
COUNTRY of the partner organisations<br />
ES, IT<br />
WHAT THE PROJECT IS ABOUT<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Improving the quality of systems, professional practices and guidance services – that is the goal that seven European regions<br />
have set for themselves within the AQOR (Amélioration de la Qualité en Orientation – Improving the Quality of Guidance)<br />
transfer of innovations project. They also aimed at developing a shared and common culture among the actors of guidance<br />
in these European regions.<br />
Models and tools Criteria/indicators/<br />
benchmarks<br />
The Guide on Indicators contains a list of 42 indicators for quality which make it possible<br />
for any organisation wishing to implement a quality improvement process to benchmark<br />
their practices, structure and services.<br />
The AQOR is a follow-up of the DROA (Network Development for Active Guidance) European Leonardo “network” project,<br />
which was conducted on an experimental basis and resulted in recommendations spotlighting the need to raise the quality<br />
of guidance.<br />
Tools and instruments<br />
A Questionnaire for self-evaluation and also instructions on how to fill in the questionnaire<br />
were developed.<br />
MAIN PRODUCT 1<br />
Methodologies and<br />
procedures<br />
Self-assessment/<br />
self-evaluation<br />
A Questionnaire for self-evaluation was developed for checking the opportunity of using<br />
the defined quality indicators for self-evaluation.<br />
National research<br />
reports<br />
The Guide contains a list of 42 indicators for quality.<br />
4 national research reports (DK, SE, EE, IT) focusing on the<br />
status and provision of AE, the status of professionalisation<br />
of adult educators and on opportunities and challenges related<br />
to the education of adult educators.<br />
EQAVET quality cycle Evaluation A Questionnaire for self-evaluation was developed for checking the opportunity of using<br />
the defined quality indicators for self-evaluation.<br />
Target group: Organisations who want to benchmark their services, procedures and structures to others.<br />
MAIN PRODUCT 2<br />
National research<br />
reports<br />
A questionnaire for self-evaluation was developed for<br />
checking the opportunity of using the defined quality indicators<br />
for self-evaluation. In the questionnaire the indicators<br />
are organised into 4 main chapters – 1. Delivery of the<br />
guidance service; 2. Planning; 3. Development of guidance<br />
service and 4. Organisation of guidance service.<br />
There are questions allocated to each of the indicators. The<br />
evaluation takes place on the basis of a 5-grade scale and<br />
in every case should be supported by evidence. In a separate<br />
document instructions are given on how to fill in the<br />
questionnaire.
22<br />
MEVOC<br />
Quality Manual for Educational and Vocational Counselling<br />
22<br />
<strong>Project</strong> Type and Number: A/03/B/F/PP/158.015<br />
64 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
65<br />
www.mevoc.net<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=853<br />
provider level, learning and<br />
teaching level<br />
other service activities<br />
VET, AE, etc.<br />
Österreichisches Insitut für<br />
Bildungsforschung der Wirtschaft<br />
Rainergasse 38, 1050 Vienna<br />
AUSTRIA<br />
www.ibw.at<br />
Monika Thum-Kraft<br />
E-Mail thum-kraft@ibw.atr<br />
Tel/Fax +43 – 1 – 5451671-0<br />
AT<br />
COUNTRY of the partner organisations<br />
AT, UK, PL, RO, IT, NL, DE<br />
WHAT THE PROJECT IS ABOUT<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
The aim of the MEVOC project was to develop a practice-oriented, interactive online manual (see www.mevoc.net) to help<br />
educational and vocational counsellors to identify high-quality counselling.<br />
Models and tools Standards<br />
The Quality Manual for Educational and Vocational Counselling focuses on MEVOC quality<br />
standards, i.e. the required knowledge, skills and competences for single coaching by<br />
educational and vocational counsellors.<br />
MAIN PRODUCT 1<br />
National research<br />
reports<br />
The manual is a collection of tools that are available on the<br />
project homepage and that are linked to each other.<br />
Target group: Educational and vocational counsellors and their (potential) clients<br />
The idea and concept can be seen on the starting page of<br />
www.mevoc.net<br />
Tools and instruments<br />
The Interactive online manual for educational and vocational counselling is a collection<br />
of tools that help educational and vocational counsellors to identify high-quality counselling.<br />
The self-assessment tool has been developed on the basis of the MEVOC standards for<br />
counsellors to improve the quality of their own counselling.<br />
MAIN PRODUCT 2<br />
Methodologies and<br />
procedures<br />
Self-assessment/<br />
self-evaluation<br />
The self-assessment tool can be used for checking and self- evaluation of the educational<br />
and vocational counsellors’ skills and competences and for identifying areas for improvement.<br />
Quality standards for<br />
educational and vocational<br />
counsellors<br />
The standards build on existing national and international<br />
guidelines and consist of four competence categories<br />
(“Edu cation and Career”, “Counselling Practice”, “Personality”<br />
and “ICT Skills”); these are subdivided into 12 standards<br />
Target group: Educational and vocational counsellors<br />
that again consist of 35 required competences. These “final<br />
standards” are the result of a Delphi survey that led to a<br />
substantial reduction of the original “full version” of quality<br />
standards.<br />
EQAVET quality cycle Planning<br />
Evaluation<br />
The development of quality standards for educational and vocational counselling is one of<br />
the essentials of quality assurance in this field.<br />
The self-evaluation facilitates the assessment of their own counselling services for the<br />
educational and vocational counsellors and the improvement of the required competences.<br />
MAIN PRODUCT 3<br />
Self-assessment tool<br />
The self-assessment tool has been developed on the basis<br />
of the MEVOC standards, i.e. the required skills and competences.<br />
It can be used for the self-evaluation of vocational<br />
Target group: Educational and vocational counsellors<br />
and career counsellors’ skills and competences and for<br />
identifying potential deficits.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
Can be used in all countries, so transferability to all (EU) countries is good.<br />
RELATED PROJECTS<br />
ECGC: www.ecgc.at, EMEVOC: www.emevoc.net
23<br />
Peer Review Extended<br />
23<br />
<strong>Project</strong> Type and Number: EAC/32/06/13<br />
66 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
67<br />
www.peer-revieweducation.net<br />
www.leonardodavinciprojekte.org/adam/<br />
project/view.htmprj=2958<br />
system level not primarily<br />
but also connected; provider<br />
level, learning and<br />
teaching level<br />
VET<br />
VET, AE, etc.<br />
öibf – Österreichisches Institut für Berufsbildungsforschung<br />
/ Austrian Institute for Research<br />
on Vocational Training<br />
Biberstraße 5/6, 1010 Vienna, AUSTRIA<br />
www.oeibf.at<br />
Maria Gutknecht-Gmeiner<br />
E-Mail m.gutknecht-gmeiner@impulse.at<br />
Tel/Fax +43 – 1 – 3103334-0<br />
+43 – 1 – 3197772<br />
AT<br />
COUNTRY of the partner organisations<br />
AT, CZ, DK, ES, FI, PT, SI, UK<br />
WHAT THE PROJECT IS ABOUT<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
MAIN PRODUCT 1<br />
The growing interest in the methodology of peer review has led to the follow-up project “Peer Review Extended” (2007). The<br />
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<br />
European peer review procedure was developed and introduced as a promising new instrument for quality assurance<br />
and quality development in the initial VET sector (ISCED 3/4) throughout Europe.<br />
The project Peer Review Extended resulted in 4 more peer reviews (AT, DE, ES, HU) which continued the fine-tuning of the<br />
European peer review procedure as an element of the Common Quality Assurance Framework (CQAF) through practical experimentation<br />
and also the development of the online peer review toolbox. The project also investigated the potential contribution<br />
of peer review to the further development of the CQAF.<br />
Models and tools Tools and instruments A practical Peer Review toolbox supports the institutions – IVET providers in implementing<br />
peer reviews.<br />
EQAVET quality cycle Evaluation<br />
Cycle as a whole<br />
Report “Peer Review and the CQAF”: The peer review is an innovative methodology for<br />
external evaluation in VET which adds to the methodological repertoire of the CQAF model.<br />
Report “Peer Review and the CQAF”: The European peer review procedure was developed<br />
as a systematic procedure following very clearly and transparently the 4 elements/phases<br />
of the CQAF model: Preparation (Planning) – Peer Visit (Implementation) – Peer Review Report<br />
(Evaluation) – Putting plans into action (Follow-up and procedures for change).<br />
Peer Review<br />
Toolbox<br />
Online and on CD (revised in Peer Review Extended II, current<br />
version available online). The Peer Review Toolbox<br />
complements the European Peer Review Manual for Initial<br />
VET, providing forms, checklists, additional information<br />
and recommendations. It is a practical tool for the IVET<br />
provider level as well as for the system level(s). In addition<br />
to the English and German versions the toolbox is available<br />
in Hungarian, Italian, Spanish and Catalan. The Toolbox is<br />
available on CD-ROM (EN, DE) as well as in electronic format<br />
from the project website (EN, DE, HU, IT, ES, CA).<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
Multisectoral for economic sectors, transferable to other educational sectors.<br />
MAIN PRODUCT 2<br />
Report<br />
“Peer Review and the CQAF”<br />
RELATED PROJECTS<br />
Peer Review in initial VET and Peer Review Extended II; Peer Review Impact<br />
Peer Review as an innovative methodology for external<br />
evaluation in VET and its contribution to the further development<br />
of the “Common Quality Assurance Frame work“<br />
(CQAF)”.<br />
This report was elaborated by the partnership upon request<br />
from the European Commission in order to support European<br />
developments in quality assurance in VET. The report<br />
investigates and shows that peer review fully corresponds<br />
to the central tenets and goals of the “Common Quality<br />
Assurance Framework” and also in which areas and how it<br />
can/is expected to contribute to the further development<br />
of the CQAF model.
24<br />
Peer Review Extended II<br />
24<br />
<strong>Project</strong> Type and Number: LLP-LDV-TOI-07-AT-0011<br />
68 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
69<br />
www.peer-revieweducation.net<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=2958<br />
system level not primarily<br />
but also connected; provider<br />
level, learning and<br />
teaching level<br />
other service activities<br />
VET, AE, etc.<br />
öibf – Österreichisches Institut für Berufsbildungsforschung<br />
/ Austrian Institute for Research<br />
on Vocational Training<br />
Biberstraße 5/6, 1010 Vienna, AUSTRIA<br />
www.oeibf.at<br />
Maria Gutknecht-Gmeiner<br />
E-Mail m.gutknecht-gmeiner@impulse.at<br />
Tel/Fax +43 – 664 – 2365980<br />
AT<br />
COUNTRY of the partner organisations<br />
AT, CZ, DK, ES, FI, PT, SI, UK<br />
WHAT THE PROJECT IS ABOUT<br />
The project facilitated the transfer and further development of the European peer review methodology as an element of the<br />
Common Quality Assurance Framework (CQAF).<br />
The specific aims of the current project were to:<br />
1. Support the (further) dissemination and transfer of the methodology of the predecessor project “European Peer Review”<br />
in the participating countries and facilitate the adaptation of the procedure to the needs and situations in the “new”<br />
countries (CZ, SI, TR),<br />
2. Transfer the European peer review methodology to continuing VET,<br />
3. Improve and enhance the use of the European peer review methodology through the development of face-to-face peer<br />
training/guidelines for peers,<br />
4. Provide further practical experimentation (continuing VET; new types of schools including schools for apprenticeship<br />
training), and<br />
5. Investigate the benefits of peer review and support the sustainable implementation of peer review as an element of the<br />
CQAF at national and European levels.<br />
MAIN PRODUCT 2<br />
European Peer Training<br />
Curriculum<br />
MAIN PRODUCT 3<br />
Peer Review<br />
Readers<br />
The European Peer Curriculum was designed by a transnational<br />
expert team to conduct peer training. It has a<br />
modular structure and consists of the following parts: a<br />
competence profile of the peers and a curriculum based<br />
on this profile; a section on quality assurance of the training;<br />
a detailed description (including tips for trainers) of<br />
the seven modules which make up the curriculum; cases<br />
of good practice from Austria, Finland and Denmark; and a<br />
self-supported web-based training.<br />
Target group: Trainers who want to conduct peer training; training managers in institutions who want to conduct peer<br />
training; teachers/trainers in VET who are interested in peer review; prospective peers<br />
European Peer Review Reader, Developments and experiences 2004–2009<br />
The European Peer Review Reader covers all activities and aspects of the “European Peer Review experience”, partners from<br />
all three projects have contributed their experiences, reflections, and future plans. Its content includes:<br />
1. Presentation of the experiences of the European peer review initiative.<br />
MAIN PRODUCT 1<br />
European Peer Review<br />
Manual for VET<br />
This manual is a revision of the “European Peer Review<br />
Manual for initial VET”, which was developed in the project<br />
“Peer Review in initial VET” (2004-2007) by a transnational<br />
team of experts. The manual was adapted for use both in<br />
initial and continuing VET. Changes first and foremost concern<br />
the terminology and the quality areas and indicators<br />
Target group: Management of VET providers, teachers/trainers in VET, quality managers<br />
used. It contains 11 chapters: an introduction to peer review,<br />
an overview of the procedure, 4 chapters giving stepby-<br />
step guidelines to peer review, a chapter on the quality<br />
areas, one on the peers, literature and resources, a glossary,<br />
and a list of project partners involved. The manual has 50<br />
pages and is available in English as pdf file for download.<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
2. Theoretical inputs.<br />
Models and tools Quality management<br />
systems<br />
3. Practical recommendations for the different stakeholder groups<br />
(VET providers, peers, national level, European level).<br />
Target group: Peers, VET providers who want to conduct peer review, stakeholders, national authorities, higher education,<br />
European networks/institutions<br />
The European Peer Review Manual for VET describes an overall system of managing quality<br />
of VET provision by combining self-assessment with an external evaluation by peers.
24<br />
Peer Review Extended II<br />
Titel 00<br />
70<br />
Standards<br />
Criteria/indicators/<br />
benchmarks<br />
The European Peer Review Manual for VET provides a standard for conducting peer reviews<br />
across Europe.<br />
The European Peer Review Manual for VET includes quality criteria and indicators (quality<br />
areas) for assessing VET provision on the provider level. The quality areas follow the quality<br />
cycle. On a meta level the European Peer Review Manual for VET also provides criteria for a<br />
high-quality conduct of peer reviews.<br />
71<br />
Tools and instruments<br />
The European Peer Review Manual for VET is supported by a toolbox which contains<br />
forms, questionnaires and checklists for peer review.<br />
Methodologies and<br />
procedures<br />
Self-assessment/<br />
self-evaluation<br />
The European Peer Review Manual for VET describes the European peer review procedure<br />
which builds upon self-assessment/self-evaluation and combines it with an external evaluation.<br />
External assessment/<br />
external evaluation<br />
The European Peer Review described in the European Peer Review Manual for VET is a new<br />
form of external evaluation conducted by peers, i.e. colleagues from other institutions.<br />
3 projects from<br />
Bulgaria<br />
Support Training<br />
A Peer Training programme prepares the peers for the tasks.<br />
Good practices<br />
The Peer Review Readers present good practices from the three EU LdV peer review projects.<br />
EQAVET quality cycle Evaluation<br />
The European Peer Review Manual for VET: peer review is a novel methodology for external<br />
evaluation on VET provider level.<br />
Cycle as a whole<br />
The European Peer Review targets Phase 3 of the quality cycle. Additionally, the peer review<br />
methodology as a systematic procedure comprises all phases of the cycle as described in<br />
the European Peer Review Manual for VET. The quality areas also follow the quality cycle.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
To other educational sectors: school sector (general education), adult education; links to higher education.<br />
RELATED PROJECTS<br />
Peer Review initial VET, Peer Review Extended, Peer Review Impact<br />
07 | Development of a Validation Framework<br />
for Mentoring PAGE 24<br />
27 | QA in YCC – Quality Assurance in<br />
Youth Career Consultancy PAGE 80<br />
39 | Validating Mentoring 2 PAGE 120
25<br />
Peer Review in Initial VET<br />
25<br />
<strong>Project</strong> Type and Number: A/04/C/F/TH-82000<br />
72 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
73<br />
www.peer-revieweducation.net<br />
www.leonardodavinciprojekte.org/adam/<br />
project/view.<br />
htmprj=1656<br />
system level not primarily<br />
but also connected; provider<br />
level, learning and<br />
teaching level<br />
VET<br />
VET, AE, etc.<br />
öibf – Österreichisches Institut für<br />
Berufsbildungsforschung<br />
Wipplingerstraße 35/4, 1010 Vienna<br />
AUSTRIA<br />
www.oeibf.at<br />
Maria Gutknecht-Gmeiner<br />
E-Mail m.gutknecht-gmeiner@impulse.at<br />
Tel/Fax +43 – 1 – 3103334-0<br />
+43 – 1 – 3197772<br />
AT<br />
WHAT THE PROJECT IS ABOUT<br />
The project aimed at introducing peer review as a new instrument for quality assurance and quality development/quality<br />
improvement in the initial vocational education and training sector throughout Europe.<br />
A common European standard for implementing peer reviews was developed to promote co-operation and understanding<br />
as well as enhance transparency between the diverse initial vocational education and training systems in Europe.<br />
MAIN PRODUCT 3<br />
Synthesis report<br />
The Transnational Synopsis Report is one of the results of the first phase of the project which has been dedicated to research,<br />
identification of good practice and definition of core criteria for the development of the Peer Review Manual. The<br />
report is mainly based on information from 10 national reports (AT, CH, DK, FI, HU, IT, NL, PT, RO, UK-SC). Relevant data<br />
was obtained on two issues:<br />
1. To provide an inventory of the status quo concerning national, regional, sectoral or local quality assurance (QA) and quality<br />
development (QD) procedures in their VET systems, with special emphasis on the specific procedures and practices of<br />
the involved partners (VET providers and educational stakeholders).<br />
MAIN PRODUCT 1<br />
European Peer Review<br />
Manual for initial VET<br />
The European Peer Review Manual for Initial VET is the key<br />
product of the project. It introduces a European standard<br />
procedure for the use of peer reviews in the initial vocational<br />
education and training. The manual provides an instrument<br />
for the application of peer reviews for all institutions,<br />
experts, decision-makers, etc. involved in the IVET system<br />
who are interested in quality assurance and quality development/improvement.<br />
Its focus is on a practical approach.<br />
The manual offers directly implementable guidelines for<br />
IVET providers who want to introduce peer reviews in their<br />
quality assessment and quality development/improvement<br />
procedures.<br />
The final version of the European Peer Review Manual for<br />
Initial VET is online, available in all languages of the participating<br />
countries, on the project website www.peer-revieweducation.net.<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Quality management<br />
systems<br />
2. To analyse the needs and the key issues concerning the peer review instrument in the partner countries (e.g. experiences,<br />
conditions, quality areas).<br />
Standards<br />
The European Peer Review Manual for Initial VET describes an overall system of managing<br />
the quality of initial VET provision by combining self-assessment with an external<br />
evaluation by peers.<br />
The European Peer Review Manual for Initial VET describes a European standard for carrying<br />
out peer reviews in initial vocational education and training across Europe.<br />
MAIN PRODUCT 2<br />
Web-based Training for<br />
Peers<br />
The web-based Peer Training Programme contains information<br />
and exercises on relevant aspects for carrying<br />
out a peer review, e.g. information on peer review as an<br />
evaluation tool, on external visits, external inspection and<br />
external assessment, the quality areas, the various roles of<br />
peers and their related tasks, qualitative research methods,<br />
analysis of data, and relevant soft skills.<br />
Criteria/indicators/<br />
benchmarks<br />
The European Peer Review Manual for Initial VET includes quality criteria and indicators<br />
(quality areas) for assessing initial VET provision on the provider level. The quality areas<br />
follow the quality cycle.<br />
On a meta level the European Peer Review Manual for Initial VET also provides criteria for<br />
a high-quality conduct of peer reviews in initial vocational education and training.<br />
Tools and instruments<br />
The European Peer Review Manual for Initial VET is supported by a toolbox which contains<br />
forms, questionnaires and checklists for peer review.
25<br />
Peer Review in Initial VET<br />
Titel 00<br />
74<br />
Methodologies and<br />
procedures<br />
Self-assessment/<br />
self-evaluation<br />
The European Peer Review procedure, which is described in full in the European Peer Review<br />
Manual for Initial VET, builds upon self-assessment/self-evaluation and combines it<br />
with an external evaluation.<br />
75<br />
External assessment/<br />
external evaluation<br />
The European Peer Review procedure, which is described in full in the European Peer Review<br />
Manual for Initial VET, is a new form of external evaluation conducted by peers, i.e.<br />
colleagues from other institutions.<br />
Support Training<br />
A web-based Peer Training Programme prepares the peers for their tasks.<br />
EQAVET quality cycle<br />
Planning<br />
The European Peer Review Manual for Initial VET describes the tasks to be accomplished<br />
by both the peers and the institutions – IVET providers in the preparation/planning phase<br />
(Phase 1).<br />
Implementation<br />
Evaluation<br />
The European Peer Review Manual for Initial VET describes how to implement a peer review<br />
visit (Phase 2) by the peers in an institution – IVET provider.<br />
The European Peer Review Manual for Initial VET describes the European Peer Review<br />
procedure for initial VET which is a novel methodology for external evaluation on VET provider<br />
level.<br />
1 project from<br />
Norway<br />
Review<br />
The European Peer Review Manual for Initial VET describes the tasks to be accomplished<br />
by an institution – IVET provider in the follow-up of the peer review (Putting plans into<br />
action – Phase 4).<br />
Cycle as a whole<br />
The European Peer Review Procedure for Initial VET targets Phase 3 of the quality cycle.<br />
Additionally, the peer review methodology as a systematic procedure comprises all phases<br />
of the cycle as described in the European Peer Review Manual for Initial VET. The quality<br />
areas also follow the quality cycle.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
Multisectoral for economic sectors, transferable to other educational sectors.<br />
RELATED PROJECTS<br />
Peer Review Extended, Peer Review Extended II, Peer Review Impact<br />
13 | EQUASS – European Quality in Practice<br />
Implementation of Quality Assurance for VET Providers<br />
in Vocational Rehabilitation according to the EQUASS<br />
Assurance Standard (European Quality in Services) in<br />
some selected EU Countries. PAGE 42
26<br />
QUALC<br />
Quality Assurance Network for Adult Learning Centres<br />
26<br />
<strong>Project</strong> Type and Number: 134388-LLP-1-2007-1-SE-GRUNDTVIG-GMP<br />
76 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
77<br />
www.efquel.org/tools/<br />
qualc<br />
n/a<br />
provider level, learning and<br />
teaching level<br />
adult education<br />
VET, AE, etc.<br />
CFL Soderhamn/CENTRUM FOR FLEXIBELT LARANDE<br />
SODERHAMNS KOMMUN<br />
Sodra Jarnvagsgatan 7, 82680 Soderhamn<br />
SWEDEN<br />
www.cfl.se<br />
Dan Jonsson<br />
E-Mail dan.jonsson@soderhamn.se<br />
Tel/Fax +46 – 270 – 76620<br />
SE<br />
COUNTRY of the partner organisations<br />
SE, BE, DE, FR, IT, RO, UK<br />
WHAT THE PROJECT IS ABOUT<br />
MAIN PRODUCT 3<br />
The aim of QUALC was to establish higher quality in adult learning. In order to improve the quality QUALC has provided solutions<br />
as well as consulting implementation services for adult learning centers (ALC) and their capability maturity process.<br />
The project has undertaken research and analysis about the nature of ALC in different European countries and developed<br />
operational tools, processes and criteria.<br />
Toolkit documents<br />
1. Self-Assessment Matrix<br />
Tool<br />
2. Self-Assessment Report<br />
The self-evaluation process is designed to assess strengths<br />
– weaknesses, constraints – opportunities, ambitions and<br />
resources of ALOs. The process is also designed to lead the<br />
institution to judge the overall effectiveness of its own<br />
processes of quality assurance. This phase is intended to be<br />
reflective rather than promotional, and analytical as well as<br />
descriptive.<br />
MAIN PRODUCT 1<br />
3. Improvement Plan<br />
Target group: Adult learning organisation (ALO) staff and learners, also other stakeholders and other organisations who<br />
are active in the field of lifelong learning.<br />
Handbook<br />
Quality Assurance Network for Adult Learning Organisations (QUALC Handbook)<br />
The handbook shows the results of the QUALC project,<br />
highlighting the innovative QUALC quality approach,<br />
which can be adopted to improve quality for the key stakeholders<br />
in adult learning: the learners, the learning organisation<br />
and the communities in which learning takes place.<br />
A separate Piloting Guide accompanies this handbook during<br />
the evaluative phase of the project development. The<br />
QUALC scheme and process were piloted to ensure that it is<br />
robust and fit for purpose.<br />
Target group: Adult learning organisation (ALO) staff and learners but is also of interest to stakeholders and other organisations<br />
who are active in the field of lifelong learning.<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Quality management<br />
systems<br />
Standards<br />
The QUALC Handbook describes the common European quality assurance model that has<br />
been developed for assuring high quality of training provided in adult learning centres.<br />
The QUALC Pre-Application and Criteria Matrix contains the minimum standards defined<br />
(eligibility criteria) that any adult learning organisation (ALO) wanting to enter the<br />
QUALC process must comply with.<br />
MAIN PRODUCT 2<br />
Criteria/indicators/<br />
benchmarks<br />
The QUALC self-assessment matrix contains the quality criteria for self-assessment (6<br />
are as and criteria and sub-criteria for each area).<br />
2 Toolkit documents QUALC Pre-Application and Criteria Matrix.<br />
To assure a permanent level of quality the adult learning<br />
organisation (ALO) has to comply with at least 3 out of the<br />
4 criteria of the eligibility check. Eligible ALOs then proceed<br />
to a positioning questionnaire. By means of this questionnaire<br />
QUALC decides on whether the ALO needs some preentry<br />
support or if they may proceed to the next phase,<br />
which is the actual benchmark process.<br />
Target group: Adult learning organisation (ALO) staff and learners, also other stakeholders and other organisations who<br />
are active in the field of lifelong learning.<br />
Methodologies and<br />
procedures<br />
Tools and instruments<br />
Self-assessment/<br />
self-evaluation<br />
The QUALC Handbook is accompanied by a toolkit which contains adaptable documents<br />
or tools which can be used to improve the standards of learning in ALOs across Europe.<br />
In the QUALC Toolkit document the self-assessment methodology and process was designed<br />
to help the ALC in assessing and improving the quality of their learning provisions.
26<br />
QUALC – Quality Assurance Network for Adult Learning Centres<br />
Titel 00<br />
78<br />
EQAVET quality cycle<br />
Evaluation<br />
In the QUALC Toolkit document the self-assessment methodology and process was designed<br />
to help the ALC in assessing and improving the quality of their learning provisions.<br />
79<br />
Review<br />
The QUALC Self-Evaluation Process is also designed to assist ALOs to plan for future<br />
change. The improvement plan identifies what actions are required to improve their performance<br />
and the quality of learning provisions to meet the stakeholders’ expectations.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
All other sectors, can be transferred to other adult learning organisation (ALO) staff and learners, also to other stakeholders<br />
and other organisations who are active in the field of lifelong learning.<br />
RELATED PROJECTS<br />
MoRobE: www.morobe.de<br />
INTERSTUDY: http://staff.ttu.ee/~tauno/Artiklid/Sell_REM.pdf<br />
3 projects from<br />
Italy<br />
10 | EMPOWER – European Melting Pot Wide<br />
Range Quality System PAGE 34<br />
16 | EXPERO2EU – Expero in European Union:<br />
Focus on Mechatronics PAGE 48<br />
34 | Reflect OR – Reflective Practices for<br />
Professional Guidance Pratictioners PAGE 104
27<br />
QA in YCC<br />
Quality Assurance in Youth Career Consultancy<br />
27<br />
<strong>Project</strong> Type and Number: BG/06/B/F/PP-166.013<br />
80 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
81<br />
http://vqac.org<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=4165<br />
system level, provider level other service activities VET, AE, etc.<br />
Student computer art society /SCAS/<br />
10 Narodno sabranie sq, 1000 Sofia<br />
BULGARIA<br />
www.scas.acad.bg<br />
Rosen Petkov<br />
E-Mail rosen@scas.acad.bg<br />
Tel/Fax +359 – 2 – 9870293<br />
BG<br />
COUNTRY of the partner organisations<br />
UK, IE, BG, SK<br />
WHAT THE PROJECT IS ABOUT<br />
MAIN PRODUCT 3<br />
MAIN PRODUCT 1<br />
The aim of the project was to improve the quality of youth career services and to provide the key stakeholders with innovative<br />
QA tools and instruments.<br />
Online platform<br />
“Virtual Quality Assurance Center for Youth Career Consultancy”<br />
The Virtual Quality Assurance Center (VQAC), available at<br />
“www.vqac.org”, is an online database, a comprehensive<br />
training tool and resource center for quality assurance (QA)<br />
in youth career guidance featuring innovative content and<br />
tools.<br />
Consultancy Manual<br />
Quality Assurance in Youth Career<br />
The manual is a comprehensive training material, presenting<br />
the conceptual framework of quality assurance in the<br />
field of youth career consultancy. The manual also pays<br />
special attention to quality assurance of the guidance services<br />
provided for young people with fewer opportunities<br />
/YFO/.<br />
Target group: Career services managers and consultants, youth workers and trainers. Quality assurance bodies, e.g. quality<br />
assurance agencies and institutions in career guidance in general and youth career services in particular, including the guidance<br />
services for young people with few opportunities (YFO).<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Quality management<br />
systems<br />
Target group: Youth career consultants, managers of youth centers and career services, instructional designers and policy<br />
makers.<br />
The Quality Assurance in Youth Career Consultancy Manual introduces the quality assurance<br />
framework (QAF) for youth career guidance together with practical aspects of QA<br />
implementation within an institution – career service/guidance provider helping then to<br />
develop a quality assurance system and maintain it.<br />
MAIN PRODUCT 2<br />
QA workbook<br />
“QA Tools and Case Studies in Youth Career Consultancy”<br />
Criteria/indicators/<br />
benchmarks<br />
The Quality Assurance in Youth Career Consultancy Manual introduces the set of quality<br />
indicators (QA) and the indicators model (QM) as well as the role of quality indiators in the<br />
QA process.<br />
The QA Workbook is a practice-oriented training material<br />
aiming to provide a set of practical tools and case studies<br />
that support and facilitate the QA implementation in the<br />
field of youth career guidance.<br />
Target group: Youth career consultants and youth workers; managers of career services, youth centres or VET institutions;<br />
instructional designers; career consultants working with young people with fewer opportunities; youth career consultants<br />
and youth workers.<br />
Tools and instruments<br />
The QA workbook: “QA Tools and Case Studies in Youth Career Consultancy” and the<br />
Online platform: “Virtual Quality Assurance Center for Youth Career Consultancy” provide<br />
a set of practical tools that support and facilitate the QA implementation in the field<br />
of youth career guidance.
27<br />
QA in YCC Quality Assurance in Youth Career Consultancy<br />
Titel 00<br />
82<br />
Support Training The Quality Assurance in Youth Career Consultancy Manual is a comprehensive training<br />
material, presenting the conceptual framework of quality assurance in the field of youth<br />
career consultancy.<br />
The QA workbook: “QA Tools and Case Studies in Youth Career Consultancy” is a practice-oriented<br />
training material aiming to provide a set of practical tools to support and facilitate<br />
the QA implementation in the field of youth career guidance.<br />
83<br />
Good Practice<br />
The QA workbook: “QA Tools and Case Studies in Youth Career Consultancy” and the<br />
Online platform: “Virtual Quality Assurance Center for Youth Career Consultancy” contain<br />
case studies that support and facilitate the QA implementation in the field of youth<br />
career guidance.<br />
EQAVET quality cycle Planning Within the quality assurance framework (QAF) for youth career guidance introduced in<br />
the Quality Assurance in Youth Career Consultancy Manual indicators are defined and<br />
especially developed for youth career service. The framework also helps the institutions to<br />
design and develop their QA systems.<br />
Implementation<br />
The QA workbook: “QA Tools and Case Studies in Youth Career Consultancy” concentrates<br />
on the practical implementation of QA within an organisation – youth career provider.<br />
The Quality Assurance in Youth Career Consultancy Manual describes how to implement<br />
the indicators based on a 5-step (context-input-process-output-outcome) approach to<br />
quality.<br />
5 projects from<br />
Austria<br />
Evaluation<br />
The Quality Assurance in Youth Career Consultancy Manual and the QA workbook: “QA<br />
Tools and Case Studies in Youth Career Consultancy” emphase the importance of the<br />
specially developed quality indicators (QI) and the proposed indicators model (IM) for the<br />
assessment of a quality characteristic or the achievement of quality objectives.<br />
Cycle as a whole<br />
The concept of the Quality Assurance Framework and the QA implementation in youth career<br />
consultancy presented in the Quality Assurance in Youth Career Consultancy Manual<br />
is fully in line with the logic of the Common Quality Assurance Framework in VET (CQAF).<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
To other areas where career services and guidance are used, especially for other disadvantaged groups.<br />
22 | MEVOC – Quality Manual for Educational<br />
and Vocational Counselling PAGE 64<br />
23 | Peer Review Extended PAGE 66<br />
24 | Peer Review Extended II PAGE 68<br />
25 | Peer Review in Initial VET PAGE 72<br />
30 | QUINORA – International Quality Assurance<br />
Programme in Vocational Orientation PAGE 90
28<br />
Quality Management<br />
of Peer Production of eLearning<br />
28<br />
<strong>Project</strong> Type and Number: 134009-LLP-1-2007-1-FI-LEONARDO-LMP<br />
84 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
85<br />
www.qmpp.net<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=3803<br />
system level, provider level other service activities VET, AE, etc.<br />
HCI Productions Oy<br />
Kutomotie 16 A, FI-00380 Helsinki<br />
FINLAND<br />
www.hci.fi<br />
Ari-Matti Auvinen<br />
E-Mail ama.auvinen@hci.fi<br />
Tel/Fax +358 – 10 – 2310940<br />
FI<br />
COUNTRY of the partner organisations<br />
BE, DE, ES, FI, IT<br />
WHAT THE PROJECT IS ABOUT<br />
The overall aim of the project was to accelerate the creation of peer-produced e-Learning content by providing a methodology<br />
and a process to manage its quality. The specific aim of the project was to develop a solid approach and methodology<br />
on how to organise and support the quality management process of peer-produced e-learning content. The project itself<br />
did not take a position of the e-learning tools (such as e-learning platforms or Learning Management Systems) used but<br />
developed and implemented a systematic process for the quality management of peer-produced e- learning content. The<br />
project validated the developed methodology through three pilots in three different VET entities and thus had the opportunity<br />
to consolidate the piloting experiences to the actual toolset developed and the training sessions organised.<br />
MAIN PRODUCT 3<br />
Benchmarking<br />
Peer Production<br />
Mechanisms,<br />
Processes & Practices<br />
Report identifying key approaches of quality management<br />
in peer production of e-Learning content by benchmarking<br />
peer production practices and processes.The product<br />
explains e.g. approaches and methodology of peer production,<br />
evaluation of quality requirements and quality<br />
management processes in the production of eLearning.<br />
The report presents both the results of the benchmarking<br />
activities as well as the reports of the proceedings of the<br />
expert panels.<br />
Target group: All educators and trainers in VET as well as professional continuing education. These products can also be<br />
applied in other education and training levels.<br />
MAIN PRODUCT 1<br />
The QMPP<br />
(Quality Management for<br />
Peer Production)<br />
Handbook<br />
(+ Extract of the QMPP<br />
Handbook).<br />
The QMPP handbook is a practical guide to improve the<br />
quality of peer-produced eLearning content. The handbook<br />
provides a clear path through the different steps of quality<br />
procedures of eLearning content. The handbook also provides<br />
a number of interesting, real-life cases of quality improvement<br />
of peer-produced eLearning content.<br />
Target group: All educators and trainers in VET as well as professional continuing education. These products can also be<br />
applied in other education and training levels.<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Quality management<br />
systems<br />
The QMPP (Quality Management for Peer Production) Handbook includes theoretical<br />
orientation of peer production and standards and quality models for production. The handbook<br />
provides a clear path through the different steps of quality procedures as well as those<br />
to improve the quality of peer-produced eLearning content.<br />
MAIN PRODUCT 2<br />
The Handbook concentrates on quality management of peer productions as a systematic<br />
process.<br />
The Setting the Scene –<br />
indroduction to quality<br />
in peer production of<br />
eLearning.<br />
The product is a thorough analysis of the state of the art<br />
of the various quality approaches to peer-produced materials<br />
as user-genereted content.The main contents of this<br />
product are quality approaches to peer production, quality<br />
development of peer production, technical tools and technologies<br />
of peer production and the peer production cycle.<br />
Tools and instruments<br />
The Setting the Scene – indroduction to quality in peer production of eLearning contains<br />
quality approaches to peer production, technical tools and technologies of peer production<br />
and the peer production cycle.<br />
Target group: All educators and trainers in VET as well as professional continuing education. These products can also be<br />
applied in other education and training levels.<br />
The tools included in the Report “Benchmarking Peer Production Mechanisms, Processes<br />
& Practices” explain the benchmarking mechanism, processes, approaches and methodologies<br />
of peer production of eLearning content.
28<br />
Quality Management of Peer Production of eLearning<br />
Titel 00<br />
86<br />
Methodologies and<br />
procedures<br />
Self-assessment/<br />
self-evaluation<br />
The process is based on peer review orientation (which builds upon self-assessment/selfevaluation<br />
and combines it with an external evaluation).<br />
87<br />
External assessment/<br />
external evaluation<br />
The process is based on peer review orientation (which is a new form of external evaluation<br />
conducted by peers, i.e. colleagues from other institutions).<br />
Support Good Practice The QMPP (Quality Management for Peer Production) Handbook also provides a number<br />
of interesting, real-life cases of quality improvement of peer-produced eLearning content.<br />
EQAVET quality cycle Cycle as a whole The QMPP (Quality Management for Peer Production) Handbook concentrates on<br />
quality management of peer productions as a systematic process. It provides a clear path<br />
through the different steps of quality procedures as well as those to improve the quality of<br />
peer-produced eLearning content.<br />
RECOMMENDATIONS for Dissemination and Transfer<br />
1 project from<br />
Belgium<br />
The products and process can be transferred to similar processes in the whole education sector. The methods and process<br />
are generic.<br />
RELATED PROJECTS<br />
MoRobE; INTERSTUDY<br />
37 | SEALLL – Self Evaluation in Adult Life Long<br />
Learning PAGE 114
29<br />
QUALIVET<br />
Quality Development and Quality Assurance<br />
with Labour Market Reference<br />
29<br />
<strong>Project</strong> Type and Number: D/05/B/F/PP-146 274<br />
88 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
89<br />
www.qualivet.info<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=2039<br />
provider level, learning and<br />
teaching level<br />
professional, scientific and<br />
technical activities<br />
VET, AE, etc.<br />
Institut Technik und Bildung (ITB)<br />
der Universität Bremen<br />
Am Fallturm 1, 28359 Bremen<br />
GERMANY<br />
www.itb.uni-bremen.de<br />
Prof. Dr. Georg Spöttl<br />
E-Mail spoettl@uni-bremen.de<br />
Tel/Fax +49 – 421 – 2184648<br />
DE<br />
COUNTRY of the partner organisations<br />
SI, NL, AT, UK, CZ, ES, DE<br />
WHAT THE PROJECT IS ABOUT<br />
The aim of the project was to engineer a quality development system for educational initial training in the field of metal<br />
production by means of which the quality of courses can be improved and secured.<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Standards The QualiVET Quality Development Framework (QDF) contains standards determining<br />
the quality demands, i.e. what the school, the school organisation, students, teaching staff,<br />
etc. should know and be able to do as a result of the study process or the contents.<br />
MAIN PRODUCT 1<br />
QDS Quality<br />
Development System<br />
QDS is an instrument and guideline for teachers and trainers<br />
to develop improvements for learning processes in the<br />
metal sector supported by shapeable indicators and a team<br />
concept.<br />
Criteria/indicators/<br />
benchmarks<br />
The Quality Development Framework (QDF) according to which the teachers can selfassess<br />
themselves consists of indicators characterising the quality requirements, quality<br />
demands determined by the standards.<br />
MAIN PRODUCT 2<br />
Target group: VET teachers and trainers in the metal sector<br />
Methodologies and<br />
procedures<br />
Self-assessment/<br />
self-evaluation<br />
A set of 28 shaping-oriented indicators helps teachers and trainers and / or teaching<br />
teams to do a self-assessment of their professional practice and, based on this, to identify<br />
and develop new teaching and learning practices.<br />
Case studies and<br />
country reports from 7<br />
countries<br />
Country reports and cases of good practice from Austria, Czech Republic, Germany, the Netherlands, Slovenia, Spain and<br />
the UK<br />
Target group: VET teachers and trainers in the metal sector<br />
Support Good Practice The development of the Quality Development Framework (QDF) was based on analysis<br />
reports and case studies on the status of the implementation of quality management systems<br />
in VET institutions (metal sector) in 7 European countries.<br />
MAIN PRODUCT 3<br />
EQAVET quality cycle Evaluation<br />
The QDF constitutes a framework according to which the teachers can self-assess themselves<br />
to develop improvements for learning processes in the metal sector supported by<br />
shapeable indicators and a team concept.<br />
Quality indicators and<br />
standards<br />
The 28 quality indicators and the standards for VET in the<br />
metal sector intend to be the tool to improve the learning<br />
offers in VET in the metal sector. The Quality Development<br />
Framework and the 28 indicators (Main product 3) are<br />
included in one single product named “QualiVET Quality<br />
Development Framework (QDF) Guideline, Shaping-Oriented<br />
Indicators, Team Concept”.<br />
Review<br />
The QDF provides for the definition of concrete actions for improving quality based on the<br />
teachers’/trainers’/teaching teams’ own professional judgement.<br />
Target group: VET teachers and trainers in the metal sector<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
Transferability to other economic sectors is easily possible, can also be used with other quality assurance sytems/activitites.
30<br />
QUINORA<br />
International Quality Assurance Programme in Vocational Orientation<br />
30<br />
<strong>Project</strong> Type and Number: A/05/B/F/PP-158.201<br />
90 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
91<br />
www.quinora.com<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=1783<br />
system level, provider<br />
level, learning and<br />
teaching level<br />
education<br />
VET, AE, etc.<br />
abif – Wissenschaftliche Vereinigung für Analyse<br />
Beratung und interdisziplinäre Forschung<br />
Einwanggasse 12/5, 1140 Vienna<br />
AUSTRIA<br />
www.abif.at<br />
Karin Steiner<br />
E-Mail steiner@abif.at<br />
Tel/Fax +43 – 1 – 52248 73<br />
AT<br />
COUNTRY of the partner organisations<br />
UK, ES, SE, DE, IT, AT, BG<br />
WHAT THE PROJECT IS ABOUT<br />
MAIN PRODUCT 3<br />
MAIN PRODUCT 1<br />
QUINORA Guidelines<br />
The main aim of the project was to develop a quality assurance programme in scope of international quality standards and<br />
an e-learning tool to implement these measures on the system and meta level. QUINORA is a response to the internationalisation<br />
of the vocational and career guidance market and provides European benchmarks and best practices.<br />
The project particularly helped to:<br />
1. raise awareness for the influence of different core actors on the quality of vocational orientation and activation,<br />
2. objectify calls for tender processes, improve proposals and select best offers,<br />
3. improve the communication between core actors. During an extensive comparative synthesis report the project first<br />
identified existing quality standards and programmes in EU countries. A further step was to develop international<br />
quali ty standards for vocational orientation and activation training adapted for the management level of vocational<br />
orientation and guidance measures and an e-learning tool which teaches institutions to implement the quality standards<br />
step by step. An e-library with additional information for quality in guidance was developed along the two.<br />
QUINORA Guidelines for Quality Development in Vocational Orientation and Activation Measures<br />
for Job Seekers on the System Level<br />
QUINORA<br />
Quality Handbook<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Guidance in group settings (German)<br />
The handbook includes the 7 quality guidelines, the theory<br />
modules of the QUINORA curriculum, the exercises and the<br />
knowledge test questions. It is the basis for the implementation<br />
of guidance in group settings.<br />
Target group: Managers of providers, responsible authorities (e.g. educational, labour) and commissioning agencies (e.g.<br />
public employment services), trainers<br />
Models and tools Standards The QUINORA Guidelines for Quality Development in Vocational Orientation and<br />
Activation Measures for Job Seekers on the System Level as well as the QUINORA<br />
Quality Handbook for guidance in group settings contain the defined common international<br />
quality standards (7 quality domains) for training measures in vocational orientation<br />
and activation focusing especially on the management level of relevant labour market<br />
actors.<br />
MAIN PRODUCT 2<br />
The “guidelines” provide a framework for cooperation between<br />
different actors in the area of vocational orientation<br />
and guidance, i.e. mainly trainers, providers and commissioning<br />
agencies/educational authorities responsible.<br />
Target group: Managers of providers, responsible authorities (e.g. educational, labour) and commissioning agencies (e.g.<br />
public employment services), trainers<br />
Tools and instruments<br />
The QUINORA Guidelines for Quality Development in Vocational Orientation and Activation<br />
Measures for Job Seekers on the System Level work in detail on the essential aspects<br />
of the seven identified fields of quality (“quality domains”) in a context-oriented way.<br />
The QUINORA Quality Handbook for guidance in group settings includes the 7 quality<br />
guidelines, the theory modules of the QUINORA curriculum, the exercises and the knowledge<br />
test questions and is the basis for the implementation of guidance in group settings.<br />
QUINORA Blended<br />
Learning Curriculum<br />
In the scope of the project a multilingual curriculum for<br />
people employed in the field of guidance – specifically in<br />
the planning, implementation and quality assurance of<br />
group measures in the field of vocational guidance and activation<br />
– was developed.<br />
Target group: People employed in the scope of vocational orientation and activation, specifically in the planning, implementation<br />
and quality assurance of group measures in the field of guidance: managers of providers, trainers, responsible<br />
authorities<br />
Support Training The QUINORA Blended Learning Curriculum contains – on the basis of 7 quality domains<br />
– 23 thematic modules available as an online e-learning tool/material which teach institutions<br />
to implement the quality standards step by step and contain<br />
1. goals,<br />
2. theory,<br />
3. best practices,<br />
4. exercises and knowledge tests.
30<br />
QUINORA – International Quality Assurance Programme in Vocational Orientation<br />
Titel 00<br />
92<br />
Good Practice<br />
The QUINORA Blended Learning Curriculum contains – on the basis of 7 quality domains<br />
– more than 40 best practices.<br />
93<br />
EQAVET quality cycle Cycle as a whole The QUINORA Quality Guidelines – next to motivation, qualification and competences<br />
of trainers – take also into consideration the interaction of stakeholders in planning, implementation<br />
and post-processing (analysis of feedback, control of success by means of<br />
criteria defined a-priori) as well as the integration of experiences into the planning and realisation<br />
of future or follow-up measures which all are decisive for the total process quality.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
Transfer of guidelines is possible to other areas where there are publicly commissioned trainings; training programme can<br />
be used in other contexts with adaptations.<br />
2 projects from<br />
Sweden<br />
20 | i2i – Internship to Industry PAGE 58<br />
26 | QUALC – Quality Assurance Network for<br />
Adult Learning Centres PAGE 76
31<br />
QVETIS<br />
Training in Quality: VET and Enterprises<br />
31<br />
<strong>Project</strong> Type and Number: ES/07/LLP-LDV/TOI/149036<br />
94 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
95<br />
www.traininginquality.eu<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=4094&page=1<br />
system level (not primarily<br />
targeted but concerned),<br />
provider level<br />
VET sector<br />
CVET<br />
Fundación para la Formación, la Cualificación y el<br />
Empleo en el Sector Metal de Asturias<br />
Juan de la Cosa, 27, 33211 Roces-Gijón, Asturias<br />
SPAIN<br />
www.fundacionmetal.org (available only in Spanish)<br />
Angeles Alvarez Rivas<br />
E-Mail angelesal@fundacionmetal.org<br />
Tel/Fax +34 – 985 – 990020<br />
ES<br />
COUNTRY of the partner organisations<br />
BG, DE, SK, SI, ES<br />
WHAT THE PROJECT IS ABOUT<br />
MAIN PRODUCT 3<br />
MAIN PRODUCT 1<br />
Quality Management<br />
Handbook<br />
MAIN PRODUCT 2<br />
Protocol<br />
The QVETIS – “Training in Quality: VET and Enterprises” developed a quality management system model for VET centres<br />
(CVET providers) in accordance with the requirements of the UNE-EN ISO 9001:2008 standard as well as tools to monitor<br />
it, implemented the management model and the developed tools in the VET centres taking part in the project and obtained<br />
external recognition (quality certification under the UNE-EN ISO 9001:2008 standard) for the management system implemented<br />
in those centres in order to enhance their performance under the European Common Framework for Quality<br />
management in VET (CQAF/EQAVET).<br />
The Quality Management Handbook serves as a user’s<br />
guide of the Quality Laboratory (Q-LAB, a platform for the<br />
implementation and monitoring of the quality management),<br />
which was modified according to the specifications<br />
of the QMS to implement under ISO 9001:2008 standard.<br />
The Certification of Continuing Training Providers<br />
The Protocol for the Certification of Continuing Training<br />
Providers details the methodologies and phases that give<br />
shape to the process of implementation of a quality management<br />
system, the certification process and the maintenance<br />
of such a certification. For the implementation<br />
process as a precondition of a successful certification of a<br />
As a manual it deals with the resources and processes for<br />
the implementation, monitoring and improvement of the<br />
quality system. It comprises the quality standards necessary<br />
for certification purposes and helps for the appropriate<br />
management of the Q-LAB.<br />
Target group: Professionals in charge of designing and planning policies in education and training contexts, education and<br />
continuing vocational training providers, teachers and trainers, HR and training managers, social partner organisations,<br />
business and civil associations and foundations involved in continuing vocational training, public administrations, SMEs,<br />
experts in educational, training and labour intervention and policies, quality evaluators.<br />
quality management system for a VET centre the goals and<br />
methodologies for 4 different phases are defined. For the<br />
certification process the protocol that must be carried out<br />
in any certification process is presented. With regard to the<br />
maintenance of the certification the minimum requirements<br />
of a follow-up audit plan are defined.<br />
Quality Indicators Bank<br />
MAIN PRODUCT 4<br />
Methodological<br />
document<br />
Besides the main findings of a questionnaire-based research/survey<br />
to find some quality indicators that could be<br />
used to identify the strong and weak points in organisations<br />
as well as the improvement tasks to work with, the<br />
process/steps of setting a quality indicator are described<br />
QMS transfer to European, national, regional and local policies<br />
The transfer document is a methodical informative guide<br />
dealing with issues like: Why is quality important Goals<br />
and 8 Principles of a Quality Management System in Continuous<br />
Vocational Education and Training, Quality Assurance<br />
Model = CQAF Model, The benefits of QMS, Variety<br />
in order to get an objective view on the scope of indicators<br />
development for quality assessment and to secure the<br />
quality management and self-evaluation. The VET Quality<br />
Indicators Bank identifies 10 different indicators with definitions<br />
in line with the EQAVET indicators.<br />
Target group: Professionals in charge of designing and planning policies in education and training contexts, education and<br />
continuing vocational training providers, teachers and trainers, HR and training managers, social partner organisations,<br />
business and civil associations and foundations involved in continuing vocational training, public administrations, statistical<br />
offices, SMEs, experts in educational, training and labour intervention and policies, quality evaluators.<br />
and Constituents of Quality Management Systems. It also<br />
gives practical recommendations for CVET providers for<br />
the implementation of QMS and also recommendations<br />
for policy-makers.<br />
Target group: Professionals in charge of designing and planning policies in education and training contexts at all levels<br />
(European, national, regional and local), managers and educators of continuous vocational education and training institutions,<br />
all those interested in quality issues in VET.<br />
Target group: (C) VET centres
31<br />
QVETIS – Training in Quality<br />
Titel 00<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
96<br />
Models and tools Quality management<br />
systems<br />
The Quality Management Handbook presents the main elements of the Quality Laboratory<br />
(Q-LAB) Quality Management System which was modified according to the specifications<br />
of the ISO 9001:2008 standard.<br />
97<br />
Criteria/indicators/<br />
benchmarks<br />
The VET Quality Indicators Bank identifies 10 different indicators with definitions in line<br />
with the EQAVET indicators that could be used to identify the strong and weak points in<br />
organisations as well as the improvement tasks to work with.<br />
Methodologies and<br />
procedures<br />
Tools and instruments<br />
Accreditation of<br />
providers/institutions<br />
The Quality Management Handbook as a manual deals with the resources and processes<br />
for the implementation, monitoring and improvement of the Q-LAB Quality Management<br />
System and helps for the appropriate management of the Q-LAB. It also contains supporting<br />
tools.<br />
The Methodological document for QMS transfer to European, national, regional and<br />
local policies as a methodical informative guide gives practical recommendations for CVET<br />
providers for the implementation of QMS and 12 practical steps for QMS implementation.<br />
The “Protocol for the Certification of Continuing Training Providers” sets out the work<br />
method that must be used to successfully obtain the certification of a quality management<br />
system for a VET centre and the phases to be included.<br />
1 project from<br />
Spain<br />
Support Training Training design for an “Awareness raising in Quality” course, for training staff;<br />
Training design for a “Quality Management” course, for quality managers;<br />
EQAVET quality cycle Cycle as a whole <strong>Project</strong> directly derived from European VET QA policies – CQAF/EQAVET.<br />
The QVETIS “Training in Quality: VET and Enterprises” project developed, implemented,<br />
tested and validated a quality management system for continuing training providers in<br />
order to enhance their performance under the European Common Framework for Quality<br />
Management in VET (CQAF/EQAVET).<br />
The Quality Management Handbook and the “Methodological document for QMS<br />
transfer ...” describe the different stages/processes of planning, documenting, implementing,<br />
monitoring and improving the Q-LAB Quality Management System.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
To other types of VET (e.g. initial VET, adult VET).<br />
31 | QVETIS – Training in Quality: VET and<br />
Enterprises PAGE 94
32<br />
QWVET<br />
Quality Workplace Training for Unemployed Young People<br />
32<br />
<strong>Project</strong> Type and Number: UK/06/B/F/PP-162_577<br />
98 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
99<br />
n/a, for further information<br />
please contact the<br />
institution<br />
not in ADAM<br />
provider level, learning and<br />
teaching level<br />
n/a<br />
VET, AE, etc.<br />
Stratford-upon-Avon College<br />
The Willows North, Alcester Road, Stratford-upon-Avon,<br />
CV37 9QR n/a<br />
UNITED KINGDOM<br />
www.stratford.ac.uk<br />
Charles Anderson<br />
E-Mail charlesanderson@stratford.ac.uk<br />
Tel/Fax +44 – 1789 – 266245<br />
UK<br />
COUNTRY of the partner organisations<br />
FR, IT, TR, UK<br />
WHAT THE PROJECT IS ABOUT<br />
The project objectives were to improve the quality of workplace VET received by unemployed, unskilled and unqualified<br />
people and to ensure that the provision meets the changing needs of the industry. The outcomes were a summary of good<br />
practice in quality assurance within workplace vocational education and training, appropriate recruitment and selection<br />
processes and the engagement of employers in the learning process. The result will be improved retention, achievement,<br />
satisfaction and success rates amongst young learners. Partners researched the existing procedures and developed and<br />
implemented new or revised QA systems. Outcomes of the implementation were reviewed in terms of improvements to<br />
the learning experience and outcome.<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Tools and instruments The Quality Improvement Manual provides guidance on strategies to any provider of<br />
vocational education and training that can be employed to embed continuous quality improvement<br />
in training provision.<br />
Methodologies and<br />
procedures<br />
Self-assessment/<br />
self-evaluation<br />
A self-assessment method for assessment and review of the quality assurance processes<br />
together with data collection is designed to address the 10 ECQAF indicators.<br />
MAIN PRODUCT<br />
Manual<br />
Quality Improvment for Workplace Vocational Education and Training<br />
EQAVET quality cycle Cycle as a whole The Quality Improvement Manual provides the basis for the implementation of quality<br />
procedures in work-based vocational education and training (VET) programmes on the basis<br />
of the European Common Quality Assurance Framework (ECQAF).<br />
This product is not<br />
available anymore (not<br />
in ADAM; the project<br />
website also does not exist<br />
anymore).<br />
The final product, the Quality Improvement Manual, provides<br />
guidance in strategies to any provider of vocational<br />
education and training that can be employed to embed<br />
continual quality improvement in training provision. The<br />
manual provides the basis for the implementation of quality<br />
procedures in work-based vocational education and<br />
training (VET) programmes.<br />
The QA processes are based on the European Common<br />
Quality Assurance Framework (ECQAF) and a self-assessment<br />
method for assessment and review of the QA processes<br />
together with data collection designed to address<br />
10 indicators of quality in QA in VET recommended by the<br />
Technical Working Group on Quality Assurance in VET.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
Any provider of VET throughout Europe, work-based or institutional. The Quality Improvement Manual could be used as a<br />
training tool. It reflects good practice towards quality improvement.<br />
Target group: Work-based VET providers.
33<br />
RECALL<br />
Recognition of Quality in Lifelong Learning<br />
33<br />
<strong>Project</strong> Type and Number: IS/06/B/F/PP/164004<br />
100 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
101<br />
www.eaea.org/index.<br />
phpk=2140&projekti_<br />
id=3389<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=6660<br />
system level, provider<br />
level, learning and<br />
teaching level<br />
n/a<br />
VET, AE, etc.<br />
Fraedslumidstod atvinnulifsins – The Education and<br />
Training Service Centre (ETSC)<br />
Ofanleiti 2, 103 Reykjavik<br />
ICELAND<br />
www.frae.is/forsida<br />
Ms. Fjóla María Lárusdóttir<br />
E-Mail fjola@frae.is<br />
Tel/Fax +354 – 599 – 1400<br />
+354 – 599 – 1401<br />
IS<br />
COUNTRY of the partner organisations<br />
SI, IT, UK, DK, NO, PT, LT<br />
WHAT THE PROJECT IS ABOUT<br />
MAIN PRODUCT 2<br />
The RECALL project addressed the need for quality control and transparency in lifelong learning. By providing a commonly<br />
recognised quality mark, built on carefully tested quality indicators, the project aimed to improve training provision, especially<br />
among non-formal and informal learning providers. RECALL was based on a previous Leonardo pilot project ALL<br />
(www.all-accreditation.com) where a process and tools for quality improvement were developed. These products underwent<br />
further testing and development in the RECALL project.<br />
EQM Model<br />
This is a comprehensive brochure describing the EQM process<br />
and application procedure. The EQM process is a transparent<br />
assessment process where the learning provider<br />
gets the opportunity to review its quality processes using<br />
a set of indicators that are based on standards commonly<br />
agreed by the project partners. There is a wide range of<br />
quality frameworks such as ISO, IiP and EFQM, which cover<br />
a lot of important internal quality processes. EQM covers<br />
these as well as providing a focus for the quality assurance<br />
of non-formal learning providers and the learning process.<br />
RECALL developed a quality assurance system for lifelong learning providers and formulated the results as a set of applicable<br />
measures for providers seeking to improve the quality of their provision and promote themselves as accredited<br />
providers. The project also gathered information about quality-related VET initiatives in Europe in order to disseminate a<br />
commonly recognised quality mark for lifelong learning providers named “The European Quality Mark” (EQM). Guidelines<br />
were also developed for a commercially sustainable procedure for managing and awarding the quality mark and developing<br />
a cross-sectoral network of accredited training providers:<br />
MAIN PRODUCT 3<br />
Target group: Non-formal providers of learning in Europe<br />
MAIN PRODUCT 1<br />
The EQM website<br />
The main driver of information about the RECALL project is a comprehensive source of information about the outcomes<br />
of the project (www.europeanqualitymark.org).<br />
The Quality Management Handbook serves as a user’s<br />
guide of the Quality Laboratory (Q-LAB, a platform for the<br />
implementation and monitoring of the quality management),<br />
which was modified according to the specifications<br />
of the QMS to implement under ISO 9001:2008 standard.<br />
As a manual it deals with the resources and processes for<br />
the implementation, monitoring and improvement of the<br />
quality system. It comprises the quality standards necessary<br />
for certification purposes and helps for the appropriate<br />
management of the Q-LAB.<br />
EQM guidelines for<br />
Training Providers<br />
This brochure provides guidelines for learning providers<br />
interested in applying for the EQM quality assurance mark.<br />
The EQM is a quality assurance mark for all providers of<br />
non-formal learning throughout Europe. It is a system for<br />
quality assuring non-formal learning providers and their<br />
activities, services and work. EQM measures how effectively<br />
the organisation understands what systems and activities<br />
Target group: Non-formal pivate providers of learning in Europe<br />
are required to provide and support quality of learning in<br />
relation to the European standards for quality assurance of<br />
learning. It is designed to help providers meet the emerging<br />
European and national requirements for quality. It can<br />
also be used to support quality development and quality<br />
assurance in any other kind of learning provider.<br />
Target group: Non-formal pivate providers of learning in Europe<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Criteria/indicators/<br />
benchmarks<br />
The EQM has been designed to give providers of non-formal learning an opportunity to<br />
develop, measure and prove the quality of their practice by using a set of criteria and indicators<br />
that are based on commonly agreed standards.
33<br />
RECALL – Recognition of Quality in Lifelong Learning<br />
Titel 00<br />
102<br />
Tools and instruments<br />
The EQM Guidelines for Training Providers take them through the EQM process and the<br />
process of self-assessment and provide guidance on how to use the EQM, how to apply for<br />
the EQM and how to do self-assessment, i.e. fill in the EQM Assessment Form.<br />
103<br />
Methodologies and<br />
procedures<br />
Self-assessment/<br />
self-evaluation<br />
The self-assessment process described in the EQM Guidelines for Training Providers is the<br />
backbone of the quality improvement strategy in the EQM. Learning providers do an annual<br />
self-assessment against the EQM Model to review quality processes and practice by<br />
using the EQM Assessment Form.<br />
External-assessment/<br />
external-evaluation<br />
EQM assessors support and enhance the quality assurance practice of learning providers<br />
by objectively assessing the providers’ response using the EQM criteria and by providing<br />
feedback to the provider, which supports quality improvement.<br />
EQAVET quality cycle Evaluation<br />
Accreditation of<br />
providers/institutions<br />
The European Quality Mark (EQM) system is a quality assurance mark for non-formal<br />
learning providers throughout Europe.<br />
The European Quality Mark (EQM) is a transparent (self- and external) assessment process<br />
where the learning provider gets the opportunity to review their own processes by using a<br />
set of indicators included in the EQM Model.<br />
2 projects from<br />
Iceland<br />
Review<br />
The assessors’ reports feed into the organisational action planning cycle which contributes<br />
to the quality improvement process of the learning providers. The assessors give guidance<br />
on improvement and also agree on an action plan with the providers.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
To be tested further and disseminated in other European countries. Creating a partnership for the development of a<br />
European-wide system. Can be used in/transferred to other educational sectors, i.e. schools, HE, in-company training, etc.<br />
18 | GEMS – Guidance for Educators, Mentors and<br />
Students PAGE 54<br />
33 | RECALL – Recognition of Quality in Lifelong<br />
Learning PAGE 100
34<br />
Reflect OR<br />
Reflective Practices for Professional Guidance Pratictioners<br />
34<br />
<strong>Project</strong> Type and Number: LLP/LDV/TOI/08/IT/464<br />
104 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
105<br />
http://reflect.tagliacarne.it<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=4488<br />
(ADAM address of the 2008 TOI<br />
project which intends to transfer<br />
“reflect” results)<br />
provider level, learning and<br />
teaching level<br />
n/a<br />
VET, AE, etc.<br />
I.R.S.E.A.<br />
via Paride Salvago, 18/2, 16136 Genova<br />
ITALY<br />
Massimo Tomassini<br />
E-Mail m.tomassini@learningvision.net<br />
Tel/Fax +34 – 72421822<br />
IT<br />
COUNTRY of the partner organisations<br />
IT, UK, BG<br />
WHAT THE PROJECT IS ABOUT<br />
The project aimed at increasing the capabilities of teachers and trainers in vocational education and training (VET) implementing<br />
“reflective practices” in their activities. Its results should serve both VET practitioners and different kinds of trainers<br />
of trainers, either inside or outside academic systems.<br />
The project was carried out in three phases:<br />
1. systematisation of knowledge of the reflective tools in education training, particularly concerning<br />
the valorisation of the unexpected training effects;<br />
2. development of study cases for skills at different levels for evaluating these instruments;<br />
3. promoting a community of practice for promoters involved in research and experimentation processes<br />
of new reflective methodologies.<br />
MAIN PRODUCT 3<br />
Reflective journeys<br />
A Fieldbook facilitating Lifelong Learning in Vocational Education and Training<br />
The publication aims at stimulating and supporting the<br />
development of reflection and reflective culture in VET.<br />
The book opens up perspectives in practical ways of facilitation<br />
reflections in a vocational setting. Stories, dialogues,<br />
Target group: VET practitioners such as teachers and other facilitators.<br />
anecdotes and metaphors open up the world of reflective<br />
practice while concise conceptual frameworks and underlying<br />
theories are integrated to make sense of these reflective<br />
experiences.<br />
MAIN PRODUCT 1<br />
A State of the Art<br />
Review<br />
Reflective practice and vocational education and training<br />
The report creates a good theoretical orientation of the project. The main contents are concepts and approaches of reflective<br />
practices in VET.<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Criteria/indicators/<br />
benchmarks<br />
The REFLECT Conceptual Framework, which is a basic four-pole model with 4 common<br />
elements forming the core of reflection, is conceived to inter-connect reflection, professional<br />
autonomy and lifelong learning (LLL). It describes the cyclical movement (process)<br />
of reflection as a means of investigating vocational experiences for promoting changes in<br />
thinking, actions and feelings.<br />
MAIN PRODUCT 2<br />
REFLECT Conceptual<br />
Framework<br />
Target group: VET practitioners such as teachers and other facilitators<br />
The document explains a conceptual approach and definitions,<br />
instruments and outcomes of the project. The report<br />
also includes a strategy, a scenario and a system of reflective<br />
practice in VET. The approaches, which are based on<br />
reflection, are relational, critical (critical incident) and narrative.<br />
Tools and instruments<br />
The State of the Art Review describes the concept of reflective practice. Based on the<br />
Fieldbook, it is considered as an evaluation tool which involves thinking about and critically<br />
analysing one’s actions with the goal of improving one’s professional practice. It makes<br />
possible the (re-)evaluation of experience by including the emotional dimension – “soft”<br />
elements such as cognition, feeling, watching, thinking – of quality assurance which is not<br />
so easy to grasp and “measure”.<br />
Target group: VET practitioners such as teachers and other facilitators
34<br />
Reflect OR – Reflective Practices for Professional Guidance Pratictioners<br />
Titel 00<br />
106<br />
EQAVET quality cycle Evaluation<br />
The European Quality Mark (EQM) is a transparent (self- and external) assessment process<br />
where the learning provider gets the opportunity to review their own processes by using a<br />
set of indicators included in the EQM Model.<br />
107<br />
Review<br />
The assessors’ reports feed into the organisational action planning cycle which contributes<br />
to the quality improvement process of the learning providers. The assessors give guidance<br />
on improvement and also agree on an action plan with the providers.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
RELATED PROJECTS<br />
To be tested further and disseminated to other European countries. Creating a partnership for the development of a<br />
European-wide system. Can be used in/transferred to other educational sectors, i.e. schools, HE, in-company training, etc.<br />
1 project from<br />
Turkey<br />
To be tested further and disseminated to other European countries. Creating a partnership for the development of a<br />
European-wide system. Can be used in/transferred to other educational sectors, i.e. schools, HE, in-company training, etc. A<br />
new project in 2008 is linked with “Reflect – Reflective Practices for Practitioners” in lifelong vocational guidance contexts<br />
(please refer to page 104).<br />
02 | AVE-EXEMPLO – Assessment, Visibility and<br />
Exploitation of Non-/Informally Acquired<br />
Competencies of EXperienced EMPLOyees<br />
in Enterprises PAGE 12
35<br />
RESYFAC<br />
Reference System for Facilitators of Learning<br />
35<br />
<strong>Project</strong> Type and Number: 134049 - LLP - 2007-PT-LMP<br />
108 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
109<br />
www.cecoa.pt/en-<br />
US/38/2/41/<strong>Project</strong>o.aspx<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=3801<br />
provider level, learning and<br />
teaching level<br />
n/a<br />
VET, AE, etc.<br />
CECOA – Vocational Training Centre for the Trade<br />
Rua da Sociedade Farmacêutica, 3, 1169–074 Lisbon<br />
PORTUGAL<br />
www.cecoa.pt (available only in Portuguese)<br />
Filipa Kirkby<br />
E-Mail filipa.kirkby@cecoa.pt<br />
Tel/Fax +351 – 21 – 3112400<br />
PT<br />
COUNTRY of the partner organisations<br />
DK, DE, LV, PT, UK, SK, NL, IT, MT<br />
WHAT THE PROJECT IS ABOUT<br />
The overall aim of the RESYFAC project was to contribute to the recognition/transparency of qualifications of facilitators of<br />
learning in the European space. Consequently it contributes to a sounder and more effective mobility of these professionals<br />
in the EU through the setting up of a reference system which could be the basis of a future ECVET System for Facilitators<br />
of Learning. RESYFAC focused on the investigation of the facilitator profile (knowledge, skills and competences) in each<br />
national context in order to set up a reference system.<br />
MAIN PRODUCT 3<br />
Self-reflection tool<br />
The self-reflection tool states the kind of activities/tasks an individual must help with and related skills he/she must have<br />
in a facilitation process. It can help professionals to be more aware of their role in order to be effective as a learning facilitator.<br />
Reviewing is directed to e.g. tasks of a facilitator of learning and knowledge, skills and competences of a facilitator<br />
of learning. The self-reflection tool contains questions stimulating self-reflection and supports the facilitators to improve<br />
their knowledge, skills, and competence basis as well as their performance of facilitating learning processes continuously.<br />
The reference system contains the different elements of qualifications that a European FACILITATOR should meet in each<br />
national context.<br />
Target group: Internal and external trainers considered as facilitators of learning.<br />
MAIN PRODUCT 1<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Frameworks and Profiles<br />
throughout Europe<br />
Profiles of facilitators of learning have been analysed regarding the progress they made in the area of evaluating and defining<br />
competences. This has been done on two levels:<br />
1. the “job profile” (concrete activities which his/her field of work is “currently” devoted to and those which it “should” be<br />
devoted to) and<br />
2. the “qualification and personal profile” (which knowledge, skills and competences are required in order to fulfil these<br />
activities and tasks).<br />
Target group: Training providers, the SMEs in which external and internal facilitators perform their work, facilitators themselves.<br />
Models and tools Standards The Report “Frameworks and Profiles Throughout Europe” defines the common tendencies<br />
and specificities of the profile of a facilitator of learning on two levels: 1 “job profile”<br />
– concrete activities (preparing learning processes, facilitating learning processes and<br />
evaluating learning processes), and 2 knowledge, skills and competence (qualification/KSC)<br />
profile and personal profile that are required for fulfilling these activities and tasks.<br />
The “Facilitators of Learning. European Dossier of Commonalities” defines the occupational<br />
profile of a facilitator of learning with the description of the task profile and the<br />
definition of the knowledge, skills and competences profile and also sets up a European<br />
Reference System for the qualification of facilitators of learning.<br />
MAIN PRODUCT 2<br />
Facilitators of Learning.<br />
European Dossier of<br />
Commonalities.<br />
The report is based on an extensive research in 28 European<br />
countries. The main purpose was to make the professional<br />
work of facilitators of learning more transparent.<br />
The report describes internal (i.e. supervisors, leaders, job<br />
training responsibles) and external (consultants, trainers,<br />
employed) facilitators. The product is based on the countries’<br />
situation in relation to the adoption of explicit lifelong<br />
learning strategies, qualification frameworks and the<br />
validation of non-formal/informal learning. The report also<br />
classifies the need of new profiles of training practitioners.<br />
Tools and instruments<br />
The Self-reflection tool/checklist provides criteria which should be met by a facilitator of<br />
learning: this tool aims at stimulating the facilitators to improve their knowledge, skills,<br />
and competences basis as well as their performance of facilitating learning processes continuously.<br />
It may also serve as a self-reflection checklist before embarking on a facilitating<br />
of learning process.<br />
Target group: Training providers, the SMEs in which external and internal facilitators perform their work, facilitators themselves.
35<br />
RESYFAC – Reference System for Facilitators of Learning<br />
Titel 00<br />
110<br />
Methodologies and<br />
procedures<br />
Self-assessment/<br />
self-evaluation<br />
The Self-reflection tool aims at stimulating the facilitators to continuously assess and improve<br />
their knowledge, skills and competences as well as their performance.<br />
111<br />
Support Good practice The “Facilitators of Learning. European Dossier of Commonalities” contains cases showing<br />
different aspects of work conducted by (external and internal) facilitators of learning.<br />
EQAVET quality cycle Planning<br />
In the “Facilitators of Learning. European Dossier of Commonalities” the occupational<br />
profile and also a European Reference System for the qualification of facilitators of learning<br />
were defined.<br />
Evaluation<br />
The Self-reflection tool helps to assess and develop the KSC profile of the facilitators of<br />
learning.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
The products and the process developed are tranferable to different VET contexts and also to other education contexts<br />
including universities.<br />
1 project from<br />
Portugal<br />
RELATED PROJECTS<br />
Peer Review (please refer to page 66)<br />
35 | RESYFAC – Reference System for Facilitators<br />
of Learning PAGE 108
36<br />
REVIMP<br />
From Review to Improvement in<br />
European Vocational Education and Training<br />
36<br />
<strong>Project</strong> Type and Number: NL/05/B/F/PP/157527<br />
112 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
113<br />
n.b. project website is<br />
not available; project<br />
coordinator was contacted<br />
to upload products/results<br />
into ADAM database<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=2609&page=1<br />
system level not primarily<br />
but also connected;<br />
provider level, learning and<br />
teaching level<br />
other service activities<br />
VET, AE, etc.<br />
Universiteit Twente, Faculteit Gedragswetenschappen,<br />
Afd Onderwijsorganisatie En-Management<br />
Drienerlolaan 5, 7522NB Enschede<br />
NETHERLANDS<br />
www.utwente.nl/alumni/faculteiten/gw<br />
A. J. Visscher<br />
E-Mail a.j.visscher@utwente.nl<br />
Tel/Fax +31 – 53 – 4893609<br />
NL<br />
COUNTRY of the partner organisations<br />
UK, DE, NL, DK, IT, ET<br />
WHAT THE PROJECT IS ABOUT<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Not the collection of quality assurance data but their utilisation proves to be a serious problem. Therefore, VET providers in<br />
the healthcare sector have been studied in six European countries to find out which factors promote or hinder the utilisation<br />
of quality assurance data. Based on the finidings guidelines have been formulated to promote the utilisation of quality<br />
assurance data.<br />
Models and tools Criteria/indicators/<br />
benchmarks<br />
The Book “Improving Quality Assurance in European Vocational Education and Training”<br />
presents the theoretical framework that was used for investigating which factors<br />
enable or constrain a successful review phase in quality assurance activities. Moreover, it<br />
includes the research results and the guidelines for a successful review phase that were developed<br />
on the basis of the research results.<br />
MAIN PRODUCT 1<br />
Book<br />
“Improving Quality Assurance in European Vocational Education and Training”<br />
Tools and instruments<br />
Guidelines for a successful review were developed which are included in the Book “Improving<br />
Quality Assurance in European Vocational Education and Training”.<br />
Broad-based, thought-provoking discussion with a focus on the review/improvement stage in the quality cycle. Extensive<br />
research was undertaken throughout Europe.<br />
Target group: Management of VET courses and their training staff. Institutes for training VET practitioners.<br />
Support Good practice The Book “Improving Quality Assurance in European Vocational Education and Training”<br />
contains case studies of 6 European countries describing the factors influencing the<br />
use of the quality assurance data in VET for the health care sector .<br />
EQAVET quality cycle Review The project products (Book and Guidelines) focus on the review phase of the quality cycle<br />
and describe an approach for gaining insight into the critical success factors under which<br />
quality assurance leads to a successful review.<br />
MAIN PRODUCT 2<br />
Guidelines<br />
Quality assurance of vocational education and training in EU countries<br />
The brochure contains guidelines for the quality assurance<br />
of vocational education and training (VET) in Europe.<br />
Based on research of quality assurance within case study<br />
institutions providing healthcare VET in six EU countries:<br />
Denmark, Estonia, Germany, United Kingdom (England),<br />
Italy and the Netherlands.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
Though researched around VET in health care, this project should prove a worthwhile resource for all providers of VET in the<br />
EU. It could also prove informative across all other levels of education and training.<br />
Target group: Management of VET courses and their training staff. Institutes for training VET practitioners.<br />
RELATED PROJECTS<br />
Peer Review
37<br />
SEALLL<br />
Self Evaluation in Adult Life Long Learning<br />
37<br />
<strong>Project</strong> Type and Number: 225293-CP-1-2005-1-BE-GRUNDTVIG-G1<br />
114 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
115<br />
n/a, for further information<br />
please contact the<br />
institution<br />
not in ADAM<br />
provider level, learning and<br />
teaching level<br />
n/a<br />
VET, AE, etc.<br />
Alden Biesen<br />
Kasteelstraat 6, 3740 Bilzen<br />
BELGIUM<br />
www.Alden-Biesen.be<br />
Guy TILKIN<br />
E-Mail guy.tilkin@alden-biesen.be<br />
Tel/Fax +32 – 89 – 519352<br />
BE<br />
COUNTRY of the partner organisations<br />
NL, LT, BE, PL, DE, AT, SE, TR<br />
WHAT THE PROJECT IS ABOUT<br />
The SEALLL project aimed to improve the quality of content, delivery, management and organisation of adult learning<br />
through the introduction and promotion of self-evaluation in formal, non-formal and informal adult education.<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Tools and instruments The SEALLL Manual is a practical guide for teachers/trainers, staff and facilitators of selfevaluation<br />
with guidelines, methods and also an overview of possible evaluation instruments<br />
that can be used in self-evaluation processes in adult learning.<br />
MAIN PRODUCT<br />
SEALLL Manual<br />
A series of self-evaluation tools and guidelines<br />
Methodologies and<br />
procedures<br />
Self-assessment/<br />
self-evaluation<br />
The SEALLL Manual offers a conceptual framework and approach for planning and managing<br />
self-evaluation processes in adult education organisations, to introduce and set up their<br />
own self-evaluation, create their own instruments.<br />
A manual with three parts is targeted towards learners,<br />
teachers, developers and management.<br />
Part 1 offers a conceptual framework and guidelines for<br />
planning and managing self-evaluation processes in adult<br />
education organisations.<br />
Part 2 is a practical guide for facilitators of self-evaluation.<br />
Part 3 provides an overview of possible evaluation instruments<br />
that can be used in self-evaluation processes.<br />
EQAVET quality cycle Cycle as a whole The SEALLL Manual focuses on self-evaluation processes and tools.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
The tools can be transferred to all kinds of educational organisations.
38<br />
TQP-EU<br />
Transnational Quality <strong>Project</strong> – Quality Guidelines for Providers<br />
of Vocational Education and Training<br />
38<br />
<strong>Project</strong> Type and Number: D/06/B/F/PP-146 579<br />
116 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
117<br />
www.leonardo-tqp.eu<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=2711<br />
provider level, learning and<br />
teaching level<br />
education<br />
VET, AE, etc.<br />
RKW Berlin GmbH<br />
Breite Str. 29, 10178 Berlin<br />
GERMANY<br />
www.rkw-bb.de<br />
Dr. Thomas Rau<br />
E-Mail thomas.rau@rkw-bb.de<br />
Tel/Fax +49 – 30 – 20308-4302<br />
+49 – 30 – 20308-4304<br />
DE<br />
COUNTRY of the partner organisations<br />
DE, SE, PL, IT, ES<br />
WHAT THE PROJECT IS ABOUT<br />
A first-rate navigation system is needed for initial and further vocational education and training (VET) to control the content,<br />
methods and organisation of VET services and to allow VET service providers to monitor and manage their own activities<br />
reliably. To assure European quality the labour and education market also needs cross-border practice standards for<br />
quality development of VET service providers in correlation with the Common Quality Assurance Framework.<br />
MAIN PRODUCT 3<br />
Quality Manual<br />
The quality handbook of the German-Polish Youth factory<br />
is published on the website as an example. It is, however,<br />
not made explicit to which extent the quality guidelines<br />
Target group: Education and training service providers, students/trainees<br />
have been reflected here. The manual is available in DE and<br />
PL only.<br />
MAIN PRODUCT 1<br />
Quality Guidelines<br />
The QUALITY GUIDELINES expand the quality management<br />
system QM STAGE MODEL issued by DIN as PAS<br />
1037:2004 for organisations providing initial and continuing<br />
VET to include approaches and requirements for a<br />
quality-based design of transnational education processes,<br />
including structures/potential and results (education offers/services).<br />
This will promote transparency for national<br />
and international users.<br />
The Quality Guidelines are available in six languages (DE,<br />
EN, PL, IT, ES, Catalan).<br />
MAIN PRODUCT 4<br />
Competence Centre<br />
The competence centre is a working and communication<br />
platform which provides ICT applications for competence<br />
Target group: Education and training service providers, students/trainees<br />
assessment and management with regard to transnational<br />
quality.<br />
Target group: Education and training service providers, students/trainees<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
MAIN PRODUCT 2<br />
<strong>Compendium</strong><br />
Application Guidelines und implementation aids of the QUALITY GUIDELINES<br />
Models and tools Criteria/indicators/<br />
benchmarks<br />
The Quality Guidelines define requirements for a transnational quality management system<br />
for VET organisations by expanding the QM STAGE MODEL which serves as a reference<br />
model for quality management systems in organisations active in market-oriented initial<br />
and continuing VET .<br />
The compendium perceives itself as an aid when using the<br />
QUALITY GUIDELINES to design the goods and services for<br />
an international market. It offers tips and explanations for<br />
the implementation of the requirements of the QUALITY<br />
GUIDELINES and furthermore makes user-friendly methods<br />
Target group: Education and training service providers, students/trainees<br />
and tried and tested instruments for the introduction and<br />
improvement of quality management systems in the area<br />
of education available. The compendium is available in DE,<br />
EN, PL; chapter 1-3 and 6 are also available in IT, ES, Catalan.<br />
Standards<br />
Tools and instruments<br />
The Quality Guidelines define minimum standards for content and determine methods of<br />
quality inspection (external audit and self-test).<br />
The Quality Manual for the Polish-German Youth factory contains the documentation<br />
of the quality management system including the process descriptions, procedures and QM<br />
tools and instruments.<br />
In the Competence Centre various quality management tools were made available including<br />
a competence assessment & management tool.
38<br />
TQP-EU – Transnational Quality <strong>Project</strong> –<br />
Quality Guidelines for Providers of Vocational Education and Training<br />
Titel 00<br />
118<br />
Methodologies and<br />
procedures<br />
Accreditation of<br />
providers/institutions<br />
The requirements of the QM STAGE MODEL can be applied for certification of educational<br />
service providers (against PAS 1037:2004 issued by DIN).<br />
119<br />
EQAVET quality cycle Cycle as a whole The cross-border practice standards for quality development of VET service providers included<br />
in the QUALITY GUIDELINES were developed in 2008 in correlation with the Common<br />
Quality Assurance Framework (CQAF). During the revision of the QUALITY GUIDE-<br />
LINES in 2009 the quality criteria, i.e. indicative descriptors and reference indicators for<br />
the level of quality at the educational provider level, as suggested by the Recommendation<br />
establishing the EQAVET were also incorporated.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
The products may be suitable not only for VET providers but also for general education institutions, especially adult education<br />
and informal learning providers – provided that they have already established a quality management system.<br />
3 projects from the<br />
Netherlands<br />
05 | DASVENT – Development of an Accreditation<br />
System for Veterinary Nurse Trainers in Europe PAGE 20<br />
15 | European Fundraising Accreditation<br />
and Training PAGE 46<br />
36 | REVIMP – From Review to Improvement in<br />
European Vocational Education and Training PAGE 112
39<br />
Validating Mentoring 2<br />
39<br />
<strong>Project</strong> Type and Number: LLP-LDV-TOI-07-BG-166007<br />
120 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation<br />
121<br />
www.enevaproject.<br />
eu/component/<br />
option,com_comprofiler/<br />
task,userProfile/user,90/<br />
lang,aut/<br />
www.adam-europe.<br />
eu/adam/project/view.<br />
htmprj=3010<br />
system level, provider level<br />
other service activities,<br />
hotels and restaurants,<br />
other business activities,<br />
public administration<br />
VET, AE, etc.<br />
Marie Curie Association<br />
Trakia 331, vh. A, et.2, ap. 5, 4023 Plovdiv<br />
BULGARIA<br />
www.marie-curie-bg.org<br />
Maria Goranova-Valkova<br />
E-Mail goranova@marie-curie-bg.org<br />
Tel/Fax +359 – 32 – 622128<br />
BG<br />
COUNTRY of the partner organisations<br />
UK, BE, TR<br />
WHAT THE PROJECT IS ABOUT<br />
The project responded to the needs of disabled people and other disadvantaged in the job market by developing systems<br />
for the recognition of their non-formal and informal learning.<br />
In support of the transfer VM2 elaborated and evaluated comprehensive systems for the self-assessment of mentoring<br />
programmes.<br />
MAIN PRODUCT 3<br />
Guide for Mentors<br />
(Worcester University<br />
version)<br />
After presenting the objectives, target groups and target<br />
sectors of the project in the introduction a definition of<br />
mentoring is given, followed by the chapters about What<br />
are employability skills, Roles and responsibilities of the<br />
mentor, Matching mentees and mentors, Fostering a successful<br />
relationship, Setting the agenda with your mentee,<br />
Benefits for mentees and mentors, Action planning, Record-keeping<br />
and Monitoring the mentoring process.<br />
Target group: Mentees and mentors, action planning, record-keeping and monitoring the mentoring process.<br />
MAIN PRODUCT 1<br />
(Revised/Enhanced)<br />
Code of Practice (CoP)<br />
for Mentoring<br />
The Enhanced Code of Practice (CoP) for Mentoring is a<br />
quality assurance framework for mentoring providing a full<br />
self-assessment process and a toolkit of systems to enable<br />
the use of external verification as a part of a blended-assessment<br />
model of mentoring programmes.<br />
MAIN PRODUCT 4<br />
Guide for Mentees<br />
(Worcester University<br />
version)<br />
In the introduction the project objectives, the target groups<br />
and target sectors are presented. In the main part of the<br />
guide the definition of mentoring is given, followed by the<br />
chapters about the Roles and responsibilities of the mentee,<br />
Matching mentees and mentors, Fostering a successful relationship,<br />
Setting the agenda, Benefits for mentees and<br />
mentors, Action planning, Record keeping and Monitoring<br />
the mentoring process.<br />
MAIN PRODUCT 2<br />
Target group: Mentees and mentors, action planning, record keeping and monitoring the mentoring process.<br />
(General) Guide for<br />
Mentoring Promoters<br />
(Edinburgh Chamber of<br />
Commerce version)<br />
The guide consists of information about the project itself,<br />
its partners, goals and aims as well as target groups and<br />
end users. Then it reveals the essence of mentoring, its history,<br />
characteristics, the mentor’s roles and skills, benefits<br />
for the mentor and how to facilitate the process as a whole,<br />
etc. Then follows a section with information on recruitment,<br />
matching and induction/training of the mentors and<br />
the mentees, managing, monitoring and evaluation of the<br />
mentoring process.<br />
Target group: People with disabilities, young people at risk of unemployment, involvement in crime or social exclusion and<br />
older people disadvantaged in the job market or in danger of social exclusion, enterprises, training organisations, public<br />
bodies, social organisations, human resources departments, training providers, experts in the field of lifelong learning.<br />
RELEVANCE FOR QUALITY ASSURANCE<br />
Models and tools Standards<br />
The Enhanced Code of Practice (CoP) for Mentoring was developed as a quality assurance<br />
framework for this type of non-formal learning, in the form of a procedure for implementing<br />
a comprehensive, guided self-assessment exercise.<br />
Tools and instruments<br />
The Enhanced Code of Practice (CoP) for Mentoring contains a self-assessment tool with<br />
a series of questions for self-reflection and also a toolkit for external verification with a series<br />
of 6 short checklists.<br />
In the annexes to the 3 guides – “Guide for Mentoring Promoters”, “Guide for Mentors” and<br />
“Guide for Mentees” – forms related to mentoring work are presented.
39<br />
Validating Mentoring 2<br />
Titel 00<br />
122<br />
Methodologies and<br />
procedures<br />
Self-assessment/<br />
self-evaluation<br />
The Enhanced Code of Practice (CoP) for Mentoring outlines the process of self-assessment<br />
as the core methodology for quality assurance in the project – alongside a series of<br />
questions for self-reflection. The self-assessment system was made available online.<br />
123<br />
External assessment/<br />
external evaluation<br />
In the Enhanced Code of Practice (CoP) for Mentoring users are introduced briefly to key<br />
considerations for external verification and the tools presented assist them in deciding<br />
upon the purpose and focus of any future external intervention.<br />
Support Good practice The Enhanced Code of Practice (CoP) for Mentoring presents the perceived good practices<br />
in mentoring and also case studies of the participating countries.<br />
EQAVET quality cycle Implementation<br />
Evaluation<br />
The 3 guides – “Guide for Mentoring Promoters”, “Guide for Mentors” and “Guide for Mentees”<br />
– can be used to implement mentoring schemes/processes.<br />
The 3 guides – “Guide for Mentoring Promoters”, “Guide for Mentors” and “Guide for Mentees”<br />
– can be used to monitor and evaluate mentoring schemes/processes.<br />
1 project from<br />
Denmark<br />
Review<br />
One of the outcomes produced by the self-assessment package (included in the Enhanced<br />
Code of Practice (CoP) for Mentoring) is an action plan for the improvement of the mentoring<br />
programme elaborated on the basis of a thorough and structured review of all major<br />
aspects of the programme as well as its strengths and weaknesses.<br />
RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER<br />
To other sectors and to other educational sectors where mentoring is relevant. Teacher training.<br />
RELATED PROJECTS<br />
Validation of mentoring: www.mentoring-validation.org<br />
EODPE: http://www.enevaproject.eu/component/option,com_comprofiler/task,userProfile/user,75/lang,en/<br />
03 | BAEA – Becoming Adult Educators in the<br />
European Area PAGE 16
1 project from<br />
Finland<br />
Editor:<br />
OeAD-GmbH National Agency for Lifelong Learning<br />
Ebendorferstraße 7, 1010 Vienna<br />
T: +43 / 1 / 534 08-0<br />
F: +43 / 1 / 534 08-699<br />
E: lebenslanges-lernen@oead.at<br />
www.lebenslanges-lernen.at<br />
Graphic design, layout and typesetting:<br />
Alexandra Reidinger, www.elysa.at<br />
28 | Quality Management of Peer Production<br />
of eLearning PAGE 84<br />
This project has been funded with the support from the European Commission. This publication reflects the views only of the<br />
author, and the Commission cannot be held responsible for any use which may be made of the information contained herein.<br />
Printing:<br />
Paul Gerin GmbH & Co KG, 2120 Wolkersdorf<br />
Vienna, September 2012
www.qalll.eu