Project Compendium - QALLL

Project 

Compendium

The QALLL Project Compendium complements two other main products of the QALLL thematic network: 

· the QALLLitative Report 

· the QALLL Recommendations 


Compendium 

Published by: 

The European Thematic Network QALLL – Quality Assurance in LifeLong Learning 

www.qalll.eu 

The QALLL project consortium is composed by: 

15 European national agencies 

· OeAD-GmbH National Agency for Lifelong Learning, Austria (coordinator) 

· Agency for European Education Programmes VoG, Belgium 

· DZS, Academic Information Agency, Czech Republic 

· National Agency - Education for Europe at BIBB, Germany 

· CIMO, Centre for International Mobility, Finland 

· Léargas, The Exchange Bureau, Ireland 

· Research Liaison Office, University of Iceland, Iceland 

· ISFOL, National Agency for LLP - Leonardo da Vinci Sectoral Programme, Italy 

· ANEFORE a.s.b.l., National Agency for the Lifelong Learning Programme, Luxembourg 

· CINOP, National Agency for Lifelong Learning, Netherlands 

· SIU, Norwegian Centre for International Cooperation in Higher Education, Norway 

· Internationella Programkontoret, International Programme Office for Education and Training, Sweden 

· CMEPIUS, Center of the Republic of Slovenia for Mobility and European Educational and Training Programmes – CMEPIUS, Slovenia 

· SAAIC - Slovak Academic Association for International Cooperation, Slovakia 

· The Centre for European Union Education and Youth Programmes, Turkey 

and two silent partners: 

· frse – The Foundation for the Development of the Education System, Poland 

· The Education, Audiovisual and Culture Executive Agency (EACEA), Brussels

Introduction 

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

Commission has funded transnational projects in the fields of vocational 

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

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

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

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

Assurance in LifeLong Learning with particular focus on vocational education 

and training and adult education seeks to better exploit the results of 

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

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

QALLL aims at improving the quality and efficiency of education and training. 

Its main objective is to bring good QA practice into prominence and 

subsequently develop recommendations in relation to quality assurance. 

The project compendium at hand compiles 39 projects from the years 

2003–2008 (project starting year) that have – in the frame of the QALLL 

project mapping and analysis – been identified as good practice in the field 

of quality assurance in vocational education and training and adult education 

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

a wide range of themes and methodologies ranging from self-evaluation to 

accreditation and from quality management systems to quality assurance 

in special areas such as guidance. 

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

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

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

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

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

official project website. 

Providing concise facts of QALLL good practise projects, the compendium 

complements two other QALLL publications: 

> The QALLLitative report, a comprehensive analysis of quality assurance 

in lifelong learning with a focus on VET and AE including case studies of 

QALLL good practice projects. 

> The QALLL Recommendations to the European Commission, National 

Agencies, VET and AE organisations as well as project promoters for further 

activities. 

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

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

The QALLL project team

Contents 

Project Overview 

6 

01 ACT-NET – Active Citizen Training Network 

8 

20 I2I – Internship to Industry 

58 

02 AVE-EXEMPLO – Assessment, Visibility and Exploitation 

of Non-/Informally Acquired Competencies of EXperienced 

EMPLOyees in Enterprises 

03 BAEA – Becoming Adult Educators in the European Area 

12 

16 

21 Improving the Quality of Guidance – AQOR 

(Améliorer la qualité de l´orientation) 

22 MEVOC – Quality Manual for Educational and Vocational 

Counselling 

62 

64 

39 

good practice projects 

from all over 

Europe 

04 CM Pro Work – Competence Management in the 

Production Sector 

05 DASVENT – Development of an Accreditation System for 

Veterinary Nurse Trainers in Europe 

06 DELID – A Dialogue Approach to Developing E-Learning 

Courses 

07 Development of a Validation Framework for Mentoring: 

Evaluating the Achievements of Disabled and 

Disadvantaged People 

08 EGUIDE – Quality Assurance Framework for Guidance in 

Initial Training 

09 E-MODE – Engage Trainers in Learning Modules and 

Material Creation 

10 EMPOWER – European Melting Pot Wide Range Quality 

System 

11 EQUABENCH – Benchmarking European Excellence 

12 EQUAL – Evaluation and Quality Assurance in Adult 

Education 

13 EQUASS – European Quality in Practice 

14 europass+/Europass+ 

15 European Fundraising Accreditation and Training 

18 

20 

22 

24 

28 

32 

34 

36 

38 

42 

44 

46 

23 Peer Review Extended 

24 Peer Review Extended II 

25 Peer Review in Initial VET 

26 QUALC – Quality Assurance Network for Adult Learning 

Centres 

27 QA in YCC – Quality Assurance in Youth Career Consultancy 

28 Quality Management of Peer Production of eLearning 

29 QUALIVET – Quality Development and Quality Assurance 

with Labour Market Reference 

30 QUINORA – International Quality Assurance Programme 

in Vocational Orientation 

31 QVETIS – Training in Quality 

32 QWVET – Quality Workplace Training for Unemployed 

Young People 

33 RECALL – Recognition of Quality in Lifelong Learning 

34 Reflect OR – Reflective Practices for Professional Guidance 

Pratictioners 

35 RESYFAC – Reference System for Facilitators of Learning 

36 REVIMP – From Review to Improvement in European 

Vocational Education and Training 

66 

68 

72 

76 

80 

84 

88 

90 

94 

98 

100 

104 

108 

112 

16 EXPERO2EU – Expero in European Union: Focus on 

Mechatronic 

17 Flexi-Path – Flexible Professionalisation Pathways for 

Adult Educators between the 6 th and the 7 th Level of QF 

18 GEMS – Guidance for Educators, Mentors and Students 

48 

52 

54 

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

38 TQP-EU – Transnational Quality Project – Quality Guidelines 

for Providers of Vocational Education and Training 

39 Validating Mentoring 2 

114 

116 

120 

19 Guiding from School to Job – Professionalism in the Work 

with Young People at Risk of Social Exclusion / Guiding 

from School to Job 

56

Project Overview 

Quality management systems Methodologies and procedures EQAVET quality cycle 

Quality management systems Methodologies and procedures EQAVET quality cycle 


Standards 

Criteria/Indicators 

Tools/Instruments 

Self-assessment 

External assessment 

Accreditation of 

providers 

Certification of 

individuals 

Planning 

Implementation 

Evaluation 

Review 


Standards 

Criteria/Indicators 

Tools/Instruments 

Self-assessment 



providers 


individuals 

Planning 


Evaluation 

Review 


20 I2I – Internship to Industry 

02 AVE-EXEMPLO – Assessment, Visibility and 

Exploitation of Non-/Informally Acquired 

Competencies of EXperienced EMPLOyees in 

Enterprises 

03 BAEA – Becoming Adult Educators in the 

European Area 

21 Improving the Quality of Guidance – AQOR 

(Améliorer la qualité de l´orientation) 

22 MEVOC – Quality Manual for Educational and 

Vocational Counselling 

23 Peer Review Extended 

04 CM Pro Work – Competence Management in 

the Production Sector 

05 DASVENT – Development of an Accreditation 

System for Veterinary Nurse Trainers in Europe 

06 DELID – A Dialogue Approach to Developing 

E-Learning Courses 

07 Development of a Validation Framework 

for Mentoring: Evaluating the Achievements 

of Disabled and Disadvantaged People 

24 Peer Review Extended II 

25 Peer Review in Initial VET 

26 QUALC – Quality Assurance Network for Adult 

Learning Centres 

27 QA in YCC – Quality Assurance in Youth Career 

Consultancy 

28 Quality Management of Peer Production of 

eLearning 

08 EGUIDE – Quality Assurance Framework for 

Guidance in Initial Training 

29 QUALIVET – Quality Development and Quality 

Assurance with Labour Market Reference 

09 E-MODE – Engage Trainers in Learning 

Modules and Material Creation 

30 QUINORA – International Quality Assurance 

Programme in Vocational Orientation 

10 EMPOWER – European Melting Pot Wide 

Range Quality System 

31 QVETIS – Training in Quality: 

VET and Enterprises 

11 EQUABENCH – Benchmarking European 

Excellence 

32 QWVET – Quality Workplace Training for 

Unemployed Young People 

12 EQUAL – Evaluation and Quality Assurance 

in Adult Education 

33 RECALL – Recognition of Quality in Lifelong 

Learning 

13 EQUASS – European Quality in Practice 

14 europass+ / Europass+ 

15 European Fundraising Accreditation 

and Training 

16 EXPERO2EU – Expero in European Union: 

Focus on Mechatronics 

17 Flexi-Path – Flexible Professionalisation 

Pathways for Adult Educators between the 6 th 

and the 7 th Level of QF 

18 GEMS – Guidance for Educators, Mentors and 

Students 

19 Guiding from School to Job – Professionalism 

in the Work with Young People at Risk of 

Social Exclusion / Guiding from School to Job 

34 Reflect OR – Reflective Practices for 

Professional Guidance Pratictioners 

35 RESYFAC – Reference System for Facilitators 

of Learning 

36 REVIMP – From Review to Improvement in 

European Vocational Education and Training 

37 SEALLL – Self-Evaluation in Adult Life-Long 

Learning 

38 TQP-EU – Transnational Quality Project – 

Quality Guidelines for Providers of Vocational 

Education and Training 

39 Validating Mentoring 2

01 

ACT-Net 

Active Citizen Training Network 

01 

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

8 PROJECT WEBSITE ADAM link LEVEL TARGETED SECTOR EDUCATIONAL SECTOR/ACTIVITY COORDINATING ORGANISATION CONTACT COUNTRY of coordinating organisation 

9 

www.act-eu.org 

http://eacea.ec.europa.eu/ 

llp/grundtvig/documents/ 

Grundtvig_en_2008.pdf 

system level, provider 

level, learning and teaching 

level (not primarily 

targeted but concerned) 

social sector, civic sector 

adult education, vocational 

training, learning 

in European projects and 

partnerships, European 

mobility actions, extracurricular 

school activities 

REVEAL; Research and Evaluation Group for Validation, 

Evidencing and Assessment of Informal and Non-Formal 

Learning C/O; blinc eG 

Bertheaustr. 10, 37075 Göttingen, GERMANY 

www.reveal-eu.org 

Dr. Tim Scholze 

E-Mail tscholze@reveal-eu.org 

Tel/Fax +49 – 551 – 54 707 75 

DE 

COUNTRY of the partner organisations 

DE, AT, ES, FR, BE, NL, PL, RO, SE 

WHAT THE PROJECT IS ABOUT 

MAIN PRODUCT 2 

On the basis of a previous science practice project ACT-NET 

for the first time delivered a verified evaluation system for 

evidencing competences in informal learning contexts and 

transfered it to specific domains of informal learning. 

The ACT-NET developed the brands LEVEL5 (for the evaluation 

approach of individual or group competences in a 

process-orientated way and the easy-to-use web-based 

software that facilitates documentation and visualisation 

in a 3-dimensional cube model of learners’ competence 

developments) and REVEAL for a network of skilled evaluators 

and validated a series of micro-projects for disadvantaged 

learners, self-organised informal learning (e.g. in 

cultural organisations) and European projects. 

Accreditation 

procedure 

Accreditation and Validating Outcomes of Informal and Non-Formal Learning Projects 

The document „Accreditation and Validating Outcomes 

of Informal and Non-Formal Learning Projects“ describes 

how accreditation and validation in the framework of RE- 

VEAL according to the LEVEL5 approach is done together 

with the ACT-NET Quality Criteria Catalogue containing 

the quality criteria that should be applied when using this 

evaluation approach. 

REVEAL offers two ways/levels of evaluation/accreditation: 

1. Auto (self)-evaluation of learners’ competence developments 

with LEVEL5 (by using the LEVEL5 software, quality 

assurance by REVEAL evaluators; internal certification); 

2. External evaluation by accredited REVEAL evaluators. 


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

REVEAL – LEVEL5 

Manual and Toolbox 

The LEVEL5 Manual describes the entire standardised 

evalu ation procedure aiming at measuring and evidencing 

the competence development of learners in informal 

and non-formal learning projects. LEVEL5 describes competence 

developments on the basis of learning outcomes. 

A standard assessment procedure of individual or group 

competences in a process-orientated way and a software 

for 3-D visualisation with a built-in certification instrument 

are parts of the LEVEL5 assessment and evidencing system. 

A practice-oriented assessment toolbox (REVEAL Toolbox) 

is annexed to the Manual which is a compilation of 

assessment methods specifically feasible for informal and 

non-formal learning settings. For every method a short 

description, recommendations and instructions, examples 

and advantages as well as disadvantages of the method are 

prepared. 

RELEVANCE FOR QUALITY ASSURANCE 

Models and tools Criteria/indicators/ 

benchmarks 

The ACT-NET created as a first step 8 quality criteria that should be applied when using 

the evaluation approach (e.g. objectivity, validity, reliability, efficiency, etc.). The ACT-NET 

Quality Criteria Catalogue is included in the document “Accreditation procedure – Accreditation 

and Validating Outcomes of Informal and Non-Formal Learning Projects”. 

Target group: REVEAL partners and members, stakeholders from the field such as project owners on grass-root level, target 

groups that learn outside formal education contexts and their learning facilitators such as adult learning providers, care 

organisations, teachers, trainers, helpers, counsellors, assessors, evaluators. 

Tools & instruments 

The LEVEL5 Manual is a handbook that describes the entire standardised evaluation procedure 

aiming at measuring and evidencing the competence development of learners in 

informal and non-formal learning projects. A practice example (Exemplary project) is attached 

which is a very practical tool showing how one could fill the manual (as paper-based 

version of the LEVEL5-procedure) and the software (as web-based or stand-alone electronic 

version of LEVEL5). 

The practice-oriented REVEAL Evaluation Toolbox is a collection of assessment methods 

and materials specifically feasible for the evaluation of informal and non-formal learning 

settings with a short description, recommendations and instructions, examples and advantages 

as well as disadvantages for every method presented.


ACT-NET – Active Citizen Training Network 01 

10 

Methodologies and procedures 

Self-assessment/ 

self-evaluation 

One of the two ways/levels of evaluation/accreditation REVEAL offers is a self (auto, 

internal)-evaluation (like in EFQM) in which the project owners and experts in the field 

evaluate the learners’ competence developments with LEVEL5 (by using the LEVEL5 software, 

quality assurance by REVEAL evaluators; internal certification).The accreditation 

procedure is described in the document “Accreditation procedure – Accreditation and 

Validating Outcomes of Informal and Non-Formal Learning Projects”. 

RECOMMENDATIONS FOR DISSEMINATION AND TRANSFER 

RELATED PROJECTS 

To European mobility sector, European projects. 

11 

External assessment/ 

external evaluation 

One of the two ways/levels of evaluation/accreditation REVEAL offers is an external evaluation 

carried out by accredited REVEAL evaluators in close cooperation with the project 

owners. The accreditation procedure is described in the document “Accreditation procedure 

– Accreditation and Validating Outcomes of Informal and Non-Formal Learning 

Projects”. 

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

funded by the European Commission in the framework 

of the SOCRATES programme under the Action 6.1-6.1.2 

“Analysis and Innovation”. It was a research-practice project 

subtitled: “Measuring the Impact of Informal Learning 

on Active Citizenship”. www.act-eu.org 

> VILMA (Validation of informal learning in mobility actions 

2011–2012) has been designed to validate personal, 

social and organisational competences acquired 

in European mobility. The project has been funded as 

510577-2010-DE-GMP in the LLP (GRUNDTVIG); www. 

vilma-eu.org 

Accreditation 

The document “Accreditation procedure – Accreditation and Validating Outcomes of 

Informal and Non-Formal Learning Projects“ describes how accreditation and validation 

in the framework of REVEAL according to the LEVEL5 approach is done. 

(Accreditation is meant as the formal procedure used to determine the competence for 

performing certain kinds of measurements by taking into account the set criteria (REVEAL 

evaluators)). 

> VIP (Validation of informal learning in European projects, 

2010–2011) aimed at assessing and evidencing 

the impact of EU projects and actions in respect to collaborative 

learning within the partnerships (funded as 

503107-2009-DE-GMP in the LLP (GRUNDTVIG)); www. 

vip-eu.org 

> VITA: Validation of service-oriented skills and competences 

with an innovative IT-based assessment and 

evidencing system (2012–2013) has been funded as 

519132-LLP-2011-DE-KA3-KA3MP in the LLP (KA3); 

www.vita-eu.org 


individuals 

The LEVEL5 assessment and evidencing system presented in detail in the REVEAL – LEVEL5 

Manual consists of a standard assessment procedure of individual or group competences 

in a process-orientated way and a software for 3-D visualisation with a built-in certification 

instrument. 

Support 

Good practices 

In the REVEAL – LEVEL5 Manual the real case example provides a thorough picture of the 

LEVEL5 procedure: shows what happened in the course of the learning project for migrant 

women and how their competences developed. 

EQAVET quality cycle 

Planning 

The five-step procedure of the evaluation approach developed to evaluate specific informal 

learning offers includes a planning component as described in the LEVEL5 Manual. 

Evaluation 

The LEVEL5 Manual describes the evaluation approach which is based on a five-step cyclic 

procedure aiming at measuring and evidencing the competence development of learners in 

informal and non-formal learning projects.

02 

AVE-EXEMPLO 

Assessment, Visibility and Exploitation of Non-/Informally Acquired 

Competencies of EXperienced EMPLOyees in Enterprises 

02 

Project Type and Number: LLP-LdV- TOI- 2007- TR- 051 


13 

www.f-bb.de/projekte/ 

internationalisierungder-berufsbildung/ 

internationalisierung-derberufsbildung/proinfo/ 

ave-exemplo.html 

www.adam-europe. 

eu/adam/project/view. 

htmprj=4888 

system level not primarily 

but also connected; 

provider level 

manufacturing, professional, 

scientific and technical 

activities 

VET, AE, etc. 

Turkish Employers‘ Association of Metal Industries 

Merkez Mah. Gecit Sok. No: 2, 

34381 Şişli, Istanbul, TURKEY 

www.mess.org.tr/en 

Ismet SIPAHI 

E-Mail egitim@mess.org.tr 

Tel/Fax +90 – 212 – 2320104 (ext.224) 

TR 


GR, DE, TR, CZ, RO 



The main objective of the project was to exploit and implement 

the findings and products of the previous project 

(www.exemplo.de) about the recognition of non-formally 

acquired competencies into a new geographical context 

and to combine them with a new media approach. 

Enterprises including SMEs and their experienced employees 

are the main target group of the project. HR & training 

staff, training consultants, social partners (employers’ associations 

and trade unions) are the other target group. 

AveExemplo Toolkit 

in general and the tool 

Competence Card for 

Workplace 

The project offers a set of 3 tools for assessment, validation 

and documentation of competences of employees in enterprises 

or of job applicants with the aim of evidencing their 

outcomes of non-formal and informal learning. All tools 

are based on the same scheme but they differ concerning 

the objectives of competence assessment procedures, the 

methods used and the kind of competences to be assessed. 

The tools could be used either separately or integrated into 

a complete process of human resources development in 

companies, including summative and formative elements 

like assessment, validation, documentation and development 

of competences. 


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

Ave Exemplo 

Handbook 

How to develop an e-portfolio: A guide based on the informal and non-formal learning approach 

The project uses the digital e-portfolio approach to document 

and assess the informally learnt key skills of the employees, 

to support and valorise the self-managed learning 

process as well as to promote their career planning and 

development.The Handbook teaches the users how to use 

the e-portfolio portal of AveExemplo by introducing its 

most important functionalities on an example e- portfolio. 

Beside this main content part the handbook contains information 

– as an introduction to the topic – about informal 

learning, about e-portfolio and the role of an e-portfolio 

advisor. 

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


AveExemplo Tool 

Transparency of Competences 

This tool supports an assessment process that promotes 

and documents the transfer of results (skills acquired) of organised 

training (in-house or seminar-based) into practice 

at the workplace. The methods used are guidance in creating 

awareness of the transfer of newly acquired knowledge 

and skills to the workplace and combining self-evaluation 

with evaluation by others. With this method learners and 

superiors in companies gain information on the impact of 

training courses related to the workplace. The process is focused 

on vocational activities independently from the form 

of learning, so a course will be recorded in the same manner 

as learning at work. 

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

02 

AVE-EXEMPLO – Assessment, Visibility and Exploitation 

of Non-/Informally Acquired Competencies of EXperienced EMPLOyees in Enterprises 

AVE-EXEMPLO – Assessment, Visibility and Exploitation 

of Non-/Informally Acquired Competencies of EXperienced EMPLOyees in Enterprises 

02 

14 


AveExemplo Tool 

Recognising and recording progress and achievement (RAPRA) 


Planning 

By using the Competence Card for Workplace an employee’s actual level of competence 

related to the work place will be assessed. 

15 

This tool is the most comprehensive AveExemplo instrument 

which includes elements of the other two tools, too. 

It is perfectly suited for in-house development of professional 

competences of companies’ staff. RARPA combines 

competence assessment with a formative learning-centred 

method and strict orientation of learning processes towards 

strategic goals of companies, namely SME. 

It addresses many of the issues pertinent to the assessment 

of informally acquired competences. As methods it 

uses the combination of self-evaluation and evaluation by 

others and also a formative approach: combining assessment 

and skills/competences development. The tool also 

describes the 5 stages of the planning, instructing, evaluating 

and building skills development process step by step. 

Evaluation 

The instrument “Recognising and recording progress and achievement” (RARPA) combines 

competence assessment with skills/competences development, i.e. with a formative 

learning-centred method and strict orientation of learning processes towards strategic 

goals of companies. 

Target group: Training providers. Employees, managers, team leaders from the enterprise. 



The project results are transnational, interdisciplinary and transsectoral practices. EXEMPLO Project (Assessment of nonformally 

acquired competencies of EXperienced EMPLOyees) 

Models and tools Tools & instruments The 3 AVE EXEMPLO tools are for supporting identification of the employees’ actual state 

of knowledge, professional skills and competences related to job requirements and to allow 

transparency and recognition of qualifications and competences of non-formal and informal 

learning. Integrating digital (e-)portfolio makes the competences more visible and 

transferable. 

Methodologies and 

procedures 



The AVE EXEMPLO tools combine self-evaluation and evaluation by others. They are based 

on self-assessment by an employee who will be validated externally, i.e. from the employers’ 

side (by co-workers, seniors, tutors, etc.). 


/external evaluation 

The AVE EXEMPLO tools combine self-evaluation and evaluation by others. They are based 

on self-assessment by an employee who will be validated externally, i.e. from the employers’ 

side (by co-workers, seniors, tutors, etc.). 


individuals 

The assessment procedure results in the certified Competence Card, signed by both the 

employer and the employee. The “Transparency of competences” tool provides for a new 

form of certification process that has been designed to promote and document the transfer 

of organised training (in- house or seminar-based) to the workplace and providing evidence 

of the learner’s skills and competencies relevant to work practice.

03 

BAEA 

Becoming Adult Educators in the European Area 

03 

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


17 

www.dpu.dk/baea 




provider level adult education adult education 

Department of Education, Aarhus University 

Tuborgvej, 2400, København NV 

DANMARK 

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

Marcella Milana 

E-Mail mami@dpu.dk 

Tel/Fax +45 – 8716 – 3742 

DK 


DK, EE, IT, SE 




National research 

reports 

The research-focused project investigated the role of the 

adult educator and the education and training pathways 

which lead to this profession in four countries. Individuals 

exist in multiple, multi-layered and interacting contexts, 

4 national research reports (DK, SE, EE, IT) focusing on the 

status and provision of adult education, the status of professionalisation 

of adult educators and on opportunities 

and challenges related to the education of adult educators. 

The reports provide insights into opportunities existing 

thus the project focuses on the interaction between adult 

educators-to-be and the structural conditions that characterise 

the wider socio-cultural context in which they act. 

for initial education and training for adult educators-tobe 

as well as an analysis of policies that frame the national 

contexts by giving a well-founded overview of the present 

state of the art. 

Handbook 

“The art of being an adult educator” 

The handbook is a practical tool addressing adult educators-to-be 

and trying to give answers to the questions: 

How can we create good cooperation How can one be a 

good adult educator The handbook provides an overview 

of the different roles adult educators may enact in their 

professional lives, deals with the core concept of “competency” 

in the field of adult education, focuses on important 

aspects for professional development, provides inspiration 

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

for reflection and discussion and also presents tools that 

can be further explored and used by adult educators. It 

also focuses on working methodologies that can help adult 

educators identify and sustain adult learners’ motivation 

towards learning and discusses the role of self-reflection 

and critical thinking for adult educators in making selfevaluations 

and in improving their work practices. 

Target group: Adult educators, researchers, policy-makers 



Synthesis research 

report 

This report is a synthesis of the 4 national research reports 

(DK, SE, EE, IT) presenting the synthesised results from secondary 

and field research activities carried out at national 

Target group: Adult educators, researchers, policy makers 

level. Furthermore it contains a comparative, cross-country 

analysis and policy recommendation, which derived from 

the analysis. 

Models and tools Tools & instruments The handbook “The art of being an adult educator” sums up the research findings for 

and addresses, in particular, prospective adult educators willing to learn more about some 

of the features that characterise this occupation and the implications of working with 

adults like the roles and competencies of adult educators, the relationship to and motivation 

of the adult learner, the promotion of critical reflection, etc. The handbook, however, 

is also meant for those who already work as adult educators and seek new ideas to improve 

current work practices and future professional development. 

EQAVET quality cycle Review Chapter 5 of the The handbook “The art of being an adult educator” emphasises that 

adult educators need critical reflection 1. when they talk about the pedagogical practice or 

give reasons to improve education; 2. when they improve and promote critical reflective 

processes among students.

04 

CM ProWork 

Competence Management in the Production Sector 

04 

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


19 

www.cmprowork.eu 



htmprj=1796 

system level, provider level 

professional; scientific and 

technical activities 

VET, AE, etc. 

BBQ Berufliche Bildung GmbH 

Lorettostr. 2, 79100 Freiburg 

GERMANY 

Silke Jäger-Warnecke 

E-Mail 

sjaeger@bbq-online.de 

DE 

www.bbq-zukunftskurs.de 



The central work result of the pilot project is a multilingual software tool for the competence management in the M+E 

production sector, which: 

Demonstration CD 

The demonstration CD is in German language and was made available for the distribution of the results. 

Target group: HR personnel and executive staff 


• On an industry-wide basis, presents and compares taskand 

process-oriented competencies of semi-skilled and 

skilled workers also acquired on an informal basis; 

• Provides the executive staff in the production with an 

everyday tool for the linking of task management, qualification 

planning and competence development; 

• Supports human resources personnel in industrial enterprises 

to evaluate the competence level in production 

departments and accordingly align the recruitment of 

personnel and promotion measures. 


Models and tools Tools & instruments The Competence management tool is able to display the competences acquired by learning 

in the process of work, i.e. within the framework of non-formal learning in industrial 

production processes in a task-related and process-related way. 

Multilingual software 

tool CM ProWork 

It is a tool for competence management in the media & entertainment (M+E) production sector, which: 

• on an industry-wide basis, presents and compares task 

and process-oriented competencies of semi-skilled and 

skilled workers also acquired on an informal basis; 

• provides the executive staff active in the production with 

an everyday tool for the linking of task management, 

qualification planning and competence development; 

• supports human resources personnel in industrial enterprises 

to evaluate the competence level in production 

departments and accordingly align the recruitment of 

personnel and promotion measures. 

Support Good practice In the country-specific Good-Practice presentations the gained experiences, benefits and 

potentials of the tool are displayed, which provide support to the education providers and 

the decision-makers in the enterprises regarding the implementation of the tool. 

EQAVET quality cycle Review The CM ProWork software tool enables qualification planning and planning of human 

resources / competence development in industry by identifying learning requirements related 

to tasks and individuals. 

Target group: HR personnel and executive staff in companies in the M+E production sector; partly also employees in this 

sector 



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

Glossary 

A glossary complementing the tool was established in both English and German language. 


Target group: HR personnel and executive staff in companies in the M+E production sector 

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

DASVENT 

05 05 

Development of an Accreditation System for 

Veterinary Nurse Trainers in Europe 

Project Type and Number: NL/05B/F/PP/157528 


21 

www.acovene.com 



htmprj=2611 

system level, provider level other service activities VET, AE, etc. 

AOC GROENHORST 

Barnseweg 3, 3771RN Barneveld 

NETHERLANDS 

www.groenhorstcollege.nl 

A. Moene 

E-Mail alida.moene@groenhorstcollege.nl 

Tel/Fax +31 – 342 – 455540 

NL 


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



With this project an accreditation system for veterinary 

nurse trainers was developed. This accreditation system was 

developed with the help of Vetnnet, a stable European network 

of veterinary nurse trainers and associated institutes. 

The employers, represented by the FECAVA and the RCVS, 

also played an essential role in developing the system. 

Models and tools Standards In the Accreditation Procedure the minimum standards of accreditation have been established 

for quality assessment and quality enhancement of accredited veterinary nursing 

programmes. 


Accreditation system: 

For veterinary nurse programmes in Europe driven by the website: www.acovene.com 


procedures 


providers/institutions 

An accreditation system (including procedures, forms, guidance) for institutional accreditation 

and also for accreditation of veterinary nurse programmes was developed with the 

aim to inform the public of those institutions of providing quality education for veterinary 

nurses and enhancing by this their prospects of employment mobility. 

This project has developed an accreditation procedure for 

veterinary nurse programmes in the EU. It defines a training 

programme by embracing both: 

• the facilities, resources and quality assurance provided by 

the applicant college or school and 

• their curriculum and assessment. 

Target group: Managers of veterinary nurse education providers in Europe. 

The accreditation process is driven by the four documents 

of the project: 

1. Dossier of European Competences for the Veterinary 

Nurse 

2. Accreditation Policies and Procedures 

3. Accreditation Form and Guidance 

4. Guidance for visitors: Conducting an accreditation 

EQAVET quality cycle Evaluation During the ACOVENE accreditation procedure the veterinary nurse programmes and also 

the educational institutions providing these programmes are evaluated for quality, based 

on conformity with the established accreditation standards. 


This project could advise institutions that develop accreditation procedures.

DELID 

06 06 

A Dialogue Approach to Developing E-Learning Courses 

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


23 

n/a 



htmprj=2331 

provider level, learning and 

teaching level 

education; information 

and communication 

VET, AE, etc. 

Friedrich-Alexander-Universität Erlangen-Nürnberg 

Schloßplatz 4, 91054 Erlangen 

GERMANY 

www.uni-erlangen.de 

Ulrich Winderl 

E-Mail ulrich.winderl@zuv.uni-erlangen.de 

Tel/Fax +49 – 9131 – 8524043 

DE 


DE, FI, FR, ES, PL, GR 




DELID promoted an intensive dialogue between e-learning 

providers and SMEs by means of interviews, storytelling, 

tests, meetings and other tools. The project developed a 

methodology for e-learning courses for small and mediumsized 

enterprises in intensive dialogue and in close collaboration 

with SMEs. The project yielded new e-learning 

courses that are perfectly adapted to the needs of the SMEs 

in the project and a methodology that describes how other 

e-learning courses can be adapted to better fit the needs of 

SMEs in general. 

Models and tools Tools and instruments The Guide for Developers describes a quality-assuring process model, how – based on an 

intensive dialogue between e-learning providers and SMEs – e-learning offers can be adapted, 

tailor-made to the needs of SMEs. 


procedures 



4 e-learning exemplary (test) courses for SMEs 

Guide for Developers 

The PDF guide describes a quality-assuring process of how 

to adapt e-learning offers to the specific needs of SMEs. 

It covers pedagogical, technical, econonomic and cultural 

issues as well as qualification requirements of e-tutors. 

EQAVET quality cycle Planning The Guide for Developers outlines how to design/develop e-learning training courses 

which meet the specific needs of the SMEs. 

Target group: Current or potential developers and providers of e-learning offers for SMEs in organisations and institutions, 

managers and other decision-makers in SMEs 


Perhaps the process model could be adapted to other target institutions of e-elearning, e.g. adult education, NGOs, social 

organsiations, health institutions. 


4 e-learning test courses 

for SMEs 

Course topics: Metadata, Powerpoint, EXCEL, Negotiation 

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

Target group: Employees of SMEs

Development of a Validation 

Framework for Mentoring 

07 07 

Evaluating the Achievements of Disabled and Disadvantaged People 

Project Type and Number: BG/05/C/F/TH-83300 


25 

n/a 

www.adam-europe.eu/ 

adam/project/view. 

htmprj=6664 



target sectors are service 

sector, IT sector and restaurant 

and hotels sector. 

VET, AE, etc. 

Marie Curie Association 

9A Magura Street, 4000 Plovdiv 

BULGARIA 

www.marie-curie-bg.org 

Maria Valkova 

E-Mail goranova@marie-curie-bg.org 

Tel/Fax +359 – 32 – 622 128 

BG 


BG, GR, RO, SI, UK 



The project developed a comprehensive system for the validation 

of workplace mentoring for disabled and disadvantaged 

people in the job market, aiming at the promotion of 

a system which will define and implement overall principles 

and practical procedures; The project focused on the needs 

of disabled and disadvantaged people who gain particular 

benefits from the non-formal nature of mentoring: previous 

projects and different national systemic actions have 

already confirmed that the overall benefits of mentoring, 

in terms of employability skills of the mentee and training 

skills of the mentor, can be expected to grow considerably 

in the short and in the medium term. One of the main objectives 

was to improve knowledge, practical skills, training 

strategies of disabled people and ensuring higher employability. 

General Guide for 

setting up mentoring 

schemes 

The guide includes e.g. a framework of mentoring, explanation 

of the mentoring process and mentor’s role and 

skills, requirements, criteria and process for selection of 

mentors and the mentoring agreements. Validation is an 

aid to the effective operation of mentoring programmes: 

by providing guidance in decisions about procedures and 

outcomes it plays an important formative role in the design 

of programmes as well as in relation to the monitoring 

of individual and collective performance. 

Target group: People who develop mentoring processes for disabled people and other people who are disadvantaged in 

the open labour market. 


The Code of Practice for 

Mentoring (CoP) 

The CoP provides the promoters of mentoring programmes 

with advice and support to help them define the key goals 

that a good mentoring programme must address. It also 

provides a methodology which, within the constraints of 

the resources available, will best ensure that mentoring 

programmes achieve quality standards in relation to the 

goals. The recognition and validation of mentoring and the 

achievement of quality in mentoring are addressed within 

an integrated overall framework for quality assurance in 

mentoring. The CoP is a practical expression of the principles 

recommended by the Technical Working Group on 

Quality in VET in its “European Guide on Self-assessment 

for VET providers”. 


The Training 

Package for Mentors 

and Mentees 

These two separate products explain the training objectice and the main principles of the training process. 

Target group: Potential mentors and mentees 

Target group: People who develop mentoring processes for disabled people and other people who are disadvantaged in 

the open labour market. 


Models and tools Standards 

The Code of Practice for Mentoring (CoP) provides standards for the setting-up and operation 

of high-quality mentoring programmes. 

Criteria/indicators/ 

benchmarks 

The General Guide for setting up mentoring schemes contains a framework of mentoring 

including the mentoring process and the mentor’s role and skills, the requirements, criteria 

and process for the selection of mentors, etc.

07 

Development of a Validation Framework for Mentoring 

26 

Tools and instruments 

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

questions. 

27 


procedures 



The Code of Practice for Mentoring (CoP) provides the basis for a structured process of 

self-assessment by the promoters of mentoring programmes. This process leads to the production 

of a ‘Statement of Self-Assessment’ (SSA). 

Support Training 

Training package (teaching materials) for mentors and for mentees 

Mentoring solves the task of quality learning in the process of education and employment, 

which ensures achievement of higher results. 


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


Planning 

The Code of Practice for Mentoring (CoP) provides the promoters of mentoring programmes 

with advice and support to help them define the key goals and the shared aims 

that a good mentoring programme must address. 

2 projects from the 

United Kingdom 


The Code of Practice for Mentoring (CoP) provides a methodology which, within the constraints 

of the resources available, will best ensure that the mentoring programmes achieve 

the quality standards in relation to the goals. 

Evaluation 

The process of self-assessment outlined in the Code of Practice for Mentoring (CoP) involves 

a thorough review of the procedures used in mentoring programmes and the outcomes 

achieved. 

The practical “General Guide for setting up mentoring schemes” contains the process/ 

system of validation which facilitates the recognition of the acquired practical skills during 

the mentoring programmes as well as the monitoring of the individual and collective 

performance. 


All products are transferable as such. Need for transfer is high. 


QATRAIN: www.q4s.eu, APT 

11 | EQUABENCH 

Benchmarking European Excellence PAGE 36 

32 | QWVET – Quality Workplace Training 

for Unemployed Young People PAGE 98

08 

EGUIDE 

Quality Assurance Framework for Guidance 

in Initial Training 

08 

Project Type and Number: IRL/05/B/F/PP-153103 


29 

n/a 



htmprj=3015&page=1 



information and 

communication 

VET, AE, etc. 

Ballymun Job Centre 

Unit 36A Ballymun Town Centre, Ballymun, Dublin 11 

IRELAND 

www.bmunjob.ie 

Nuala Whelan 

E-Mail whelann@bmunjob.ie 

Tel/Fax +353 – 1 – 8622707 

IE 


DE, ES, HU, IT, RO, UK 



Using the European Common Quality Assurance Framework 

(Technical Working Group on Quality in VET) as a basis, this 

project, EGUIDE, researched and developed a Quality Assurance 

Framework for use in the guidance of disadvantaged 

job seekers across Europe. This Framework will also be compatible 

with national quality assurance frameworks such as 

the FETAC Quality Assurance Process. In tandem with the 

quality assurance framework EGUIDE also developed an 

e-guidance system consisting of a number of guidance 

tools, developed specifically for the target group that can 

be used to test and implement the quality assurance framework. 

EGUIDE Brochure 

EGUIDE is a quality assurance framework and related model 

of web-based assessments for the guidance of disadvantaged 

job seekers into initial vocational training. It is based 

on the CQAF and provides a template of a QA model for 

the delivery of guidance to disadvantaged job seekers and 

those in low skills employment. The eGuide tools are an assessment 

system which analyse a person’s vocational interests, 

personality and specific aptitudes. Their aim is to overcome 

the barriers often faced by disadvantaged job seekers 

to traditional guidance psychometric tools. The system is 

founded on the principles of the Person-Environment-Fit 

Theory, which postulates that when a good match between 

the person and the job environment is found, this benefits 

the individual by allowing the person to be more satisfied 

with their job / career, more able to cope with demands imposed 

by the work/training, and more determined to succeed 

and become successful. 


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

and decision-makers 

EGUIDE Research 

Document 

This document describes the EGUIDE project; A Quality 

Assurance Framework and related Model of Web-Based 

Assessments for the Guidance of Disadvantaged Job Seekers 

into Initial Vocational Training. It is based on the CQAF 

and provides a template of a QA model for the delivery of 

guidance to disadvantaged job seekers and those in low 

skills employment. The eGuide tools are an assessment 

system which analyse a person’s vocational interests, personality 

and specific aptitudes (for demo of tool see www. 

eguide-project.net/research.html). 

The system is founded on the principles of the Person- 

Environment-Fit Theory, which postulates that when a 

good match between the person and the job environment 

is found, this benefits the individual by allowing the person 

to be more satisfied with their job/career, more able 

to cope with demands imposed by the work/training, and 

more determined to succeed and become successful. 


and decision-makers 


EGuide – General Guidelines 

for the Practitioner 

This four-page leaflet informs the career guidance practitioner 

about the use of the online eGUIDE tools which 

help the disadvantaged job seeker in the area of vocational 

training. The tool comprises three categories of assessments, 

interest, personality and aptitude, which help the 

clients to become more aware of themselves in terms of 

their interests, personality and abilities. The guidelines incorporate 

three ‘eGuide Cheat Sheets’ which elaborate on 

each of the assessed areas. Direction is provided on how 

to set up a client account, conduct an assessment, review 

client results and drill down into the answer patterns. The 

EGUIDE Best Practice Guidelines outline how a quality service 

could be evaluated and it was felt that there should 

be both qualitative and quantitative indicators, page 24, 

eGuide Report. 


and decision-makers

08 

EGUIDE – Quality Assurance Framework for Guidance in Initial Training 


30 

Models and tools Quality management 

systems 

The Quality Assurance Framework for delivery of guidance to disadvantaged job seekers 

across Europe presented both in the EGUIDE Research Document and the EGUIDE Brochure 

is based on the EU Common Quality Assurance Framework in VET (CQAF) and provides 

a template of a quality assurance model with a 6-step guidance process. 

31 


benchmarks 

The Quality Framework contains quantitative and qualitative indicators in relation to the 

EGUIDE Guidance Process Steps and also to the CQAF common core quality criteria. 


The web-based eGuide tools are an assessment system which analyse a person’s vocational 

interests, personality and specific aptitudes. 

EQAVET quality cycle Cycle as a whole The EGUIDE Quality Assurance Framework follows in full the interrelated elements – 

Purpose and plan; Implementation; Evaluation and assessment and Review (feedback and 

procedures for change) – of the CQAF Model. 

1 project from 

Ireland 

08 | EGUIDE – Quality Assurance Framework 

for Guidance in Initial Training PAGE 28

09 

E-MODE: 

Engage Trainers in Learning Modules and 

Material Creation 

09 

Project Type and Number: 142008-LLP-1-2008-1-GR-GRUNDTVIG-GMP 


33 

www.emode-net.eu 




learning and teaching adult education adult education, VET, 

in-service training, 

e-learning/blended 

learning 

KENTRO EPAGGELMATIKIS KATARTISIS TOU 

INSTITOUTOU ERGASIAS TIS GSEE 

Benaki Street 71A, Athens 10681 

GREECE 

www.inegsee.gr (available only in Greek) 

Despoina BAMPANELOU 

E-Mail desba@inegsee.gr 

Tel/Fax +30 – 210 – 3327734 

GR 


GR, BG, DK, TK, IT 



The project developed an integrated set of tools, methods 

and skills which enable adult educators to design, apply 

and evaluate their own modules and materials for flexible, 

community and ICT-based learning and using them in various 

interactive ways. 

Train-the-trainer course 

Blended learning course for adult educators on how to 

apply the E-Mode methodology. It is a fully-fledged and 

Target group: Adult educators, educators in other sectors 

well-made blended learning offer with plenty of materials 

for the face-to-face and e- learning parts. 


Methodology for development 

of 

educational units 

The document is a thorough and well-structured guidance 

publication providing a step-by-step guide for educators 

on how to develop interactive, ICT-integrated educational 


units. The methodology is well developed, systematic and 

can help to develop learning offers of high quality. 


Models and tools Tools and instruments The Toolkit comprises three “E-MODE” methodologies offering valuable tools for the 

development and use of educational modules and materials in various training delivery 

modes, on the basis of participatory, collaborative and interactive methods. 



procedures 



The “Methodology for the development and use of educational materials” is not only 

a tool for the creation of new materials but is also designed to evaluate the suitability of 

already existing materials for a certain target group. 

Methodology for the 

authoring of 

e-learning 

Brief introduction how to develop e-learning courses and content. 

Target group: Adult educators, educators in other sectors, e-learning facilitators 

Support Training A well-documented blended learning course for adult educators and other educators on 

the “E-MODE” methodology is offered. 


Methodology for the 

development and use of 

educational materials 

The publication offers guidance on how to evaluate one’s 

own and other educators’ teaching and learning materials. 

It contains stimuli for a thorough reflective process on the 

usefulness and adequacy of educational materials for the 

respective target group. 

EQAVET quality cycle Planning 

Evaluation 

The “Methodology for the development and use of educational materials” is a tool for 

the creation of new learning and teaching materials in line with the educational needs of 

the respective target group. 

The “Methodology for the development and use of educational materials” is not only 

a tool for the creation of new materials but is also designed to evaluate the suitability of 

already existing materials for a certain target group. 



All products are transferable as such. Need for transfer is high.

10 

EMPOWER 

European Melting Pot Wide Range Quality System 

10 

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


35 

n/a 



htmprj=6299 

provider level VET VET, AE, etc. 

Istituto d‘Istruzione Superiore Professionale e Tecnico 

Commerciale „A.Casagrande“ „F. Cesi“ Terni 

Piazzale Bosco 3, 05100 Terni (TR) 

ITALY 

www.casagrande-cesi.it 

Antonietta Fabretti 

E-Mail coordinator@empower-leonardo.net 

Tel/Fax +39 – 744 – 404721 (c. 3293569003) COUNTRY of the partner organisations 

+39 – 744 – 300939 IT, AT, GR 

IT 




Situational Analysis and 

Micro Analysis 

The aim of the project was to meet the learning needs and 

integration problems of immigrant students with different 

European school capacity to face these socio-cultural problems. 

Furthermore, the project was aimed at carrying out a 

quality management model which is able to reach the main 

objective previously underlined. 

The project proposal intended to experiment an innovative 

approach and methodology for managing foreign students’ 

The report “Situational Analysis and Micro Analysis” aims 

at providing a rough analysis of the situation of migrants 

and immigration in Austria, Italy and Greece with a special 

integration, based on the principles and the values of quali ty 

(elaborating a quality management model). The project, in 

order to achieve the mentioned objectives, intended to follow 

the approach foreseen in the “European Common Reference 

Framework on Quality in VET (CQAF)”, which leads 

the school partners to identify the good practices ex ante (in 

the planning model phase) and in the ex post phase (evaluation 

and further validation of the model developed). 

focus on migrant pupils and migrant workers. It includes a 

brief analysis of experiences and best practices carried out 

at participating schools or training institutes. 

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

Webpages 



systems 


procedures 

The webpages explain this project and the products. 

Target group: Teachers, school managers, administrative staff 



The quality management model of teaching and context services concerning immigrant 

students constitutes a self-assessment model – Empower Model – which considers inputs, 

processes and outputs as part of total quality along 5 dimensuions as organisation system, 

requirements and objectives, recources management, training process, results and analysis 

and improvements. 

The self-assessment against the newly developed evaluation model, the Empower Model, 

includes the identification and analysis of strengths and areas for improvement as well as 

allocation of scores. 


Support 


The report “Situational Analysis and Micro Analysis” includes a brief analysis of experiences 

and best practices carried out at educational schools or training institutes participating 

in the project. 

Empower Model 

The model consists of definitions of key terms in the quidelines, 

information regarding quality standards/indicators, 

methodology and the new evaluation model. One of the 

main focuses lies on the self-assessment process and the 

practical implementation of the quality model. The report 

includes multiside definitions of quality management. The 

indicators and monitoring tools have been determined per 

cohort, per student and per teaching unit. The evaluation 

model is based on orientation of quality management. The 

model considers inputs, process and outputs as part of total 

quality. The assessment includes analyses of strengths, 

weaknesses and best practices. The evaluation is also based 

on scores (assessment score scale). 


Evaluation 


This project concentrates on self-evaluation against the newly developed evaluation 

mo del, the Empower Model. 

Target group: Teachers, school managers, administrative staff 

This product is transferable to similar and different contexts in VET and also to other education sectors and levels.

EQUABENCH 

11 11 

Benchmarking European Excellence 

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


37 

http://equabench.epr.eu 



htmprj=4332&prd=2 

system level (not primarily 

targeted but concerned), 


VET sector, human health 

and social work activities 

vocational education and 

training (VET) organisations 

across Europe serving 

people with disabilities or 

other form of disadvantage. 

The Cedar Foundation 

Malcolm Sinclair House, 31 Ulsterville Avenue, 

BT9 7AS, Belfast 

UNITED KINGDOM 

www.cedar-foundation.org 

Eileen Thomson 

E-Mail e.thomson@cedar-foundation.org 

Tel/Fax +44 – 28 – 90666188 

UK 


UK, IR, BE, IT, DE, NL, PT, SI 


The Innovative Practice Guides (6) produced by the EQUA- 

BENCH network explore the innovative practice used by a 

number of leading vocational education and training (VET) 

organisations from across Europe in relation to the EFQM 

Fundamental Concepts of Excellence. 

Support 


The Innovative Practice Guides allow organisations to gain an overview of some of the 

best practice in the European VET sector and can provide a stepping stone for future benchmarking 

by providing the Appendix of detailed case studies from the participating VET organisations 

which have informed the Innovative Practice Guides. Best business practices 

are imported and exported in order to improve the quality of training for people who have 

a disability or other form of disadvantage. 

MAIN PRODUCT 

6 Innovative Practice Guides structured against the EFQM Fundamental Concepts of Excellence 


Evaluation 

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

Results Orientation 

1. Leadership and Constancy 

of Purpose; 

2. Management by Processes 

and Facts; 

3. People Development 

and Involvement; 

4. Customer Focus; 

5. Results Orientation; 

6. Continuous Learning, 

Innovation and 

Improvement 

The Innovative Practice Guides adapting the innovative 

quality practice of 8 European VET organisations – EQUA- 

BENCH network members follow a common format including 

the Common Practical Steps which structure information 

and advice for VET organisations against these 

steps in relation to the Fundamental Concept under consideration, 

and assist VET organisations to better apply the 

principles of the EFQM continuous improvement cycle to 

their context. Illustrative Case Studies explore the application 

of key aspects of the EFQM Fundamental Concept of 

Excellence within VET organisations by highlighting a variety 

of innovative approaches and techniques relating to 

each Fundamental Concept. 

Target group: Managers and senior staff working in VET organisations. Key stakeholders of VET institutions. Oganisations 

interested in quality assurance and continuous improvement in a business-focused and results-orientated context. 


Evaluation 

Review 

Cycle as a whole 

Innovative Practice Guide Management by Process and Facts; Innovative Practice Guide 

People Development and Involvement 

Innovative Practice Guide Customer Focus; Innovative Practice Guide Results Orientation 

Innovative Practice Guide Continuous Learning, Innovation and Improvement 

The 6 EFQM Fundamental Concepts of Excellence against which the Innovative Practice 

Guides are structured cover all phases of the EQAVET quality cycle. 


Models and tools Tools and instruments The Innovative Practice Guides developed contain common practical steps which structure 

information and advice for VET organisations against these steps in relation to the 

Fundamental Concept under consideration, and assist VET organisations to develop innovative 

practice and to better apply the principles of the EFQM continuous improvement 

cycle to their context. 


To other education sectors with special regard to those serving people with disabilites or with other disadvantages.

12 

EQUAL 

Evaluation and Quality Assurance in Adult Education 

12 

Project Type and Number: 225251 GR2005-044-022 


39 

www.qualityinlearning.net 

to be found in the Grundtvig 



static/Bots/docbots/TCP/ 

Compendia/ 

Compendia2005.htm 



n/a 

VET, AE, etc. 

IDEC 

Iroon Polytechniou 96, GR-18536 Piraeus 

GREECE 

www.idec.gr 

Sofia Spiliotopoulou 

E-Mail info@idec.gr 

Tel/Fax +30 – 210 – 4286227 

GR 


ES, RO, IE, LT, DE 




The training course and 

the training programme 

The objective of the training course was to provide the 

necessary skills and competencies to adult education staff 

in order to ensure the quality of the training process, of the 

The training programme defines the objectives of the training 

course, the training methodology, the structure, the 

contents and timetable of the training, the profile of the 

trainers and course participants, the training materials that 

training outcomes as well as continuous improvement, taking 

into account the particular needs of adult learning. 

are used, the certification and the evaluation procedure. 

The training programme consists of 3 weeks of distance 

learning and 5 days of in-classroom training including observation 

visits to adult education institutes. 

Training of trainers 

Certified trainers, as experts in the subjects of adult learning, 

quality management and evaluation come from different 

European countries to administrate the course. 

The training course consists of two interrelated parts: 

Part 1: How to design, implement, monitor and improve a 

quality management system (QMS) in an adult education 

institute (according to ISO 9001). 

Part 2: How to design and implement an evaluation plan in 

adult education institutes and projects. How to use evaluation 

results for continuous improvement. 

After the termination of the project with participants from 

all European countries the training course will be offered on 

a bi-annual basis. 

Target group: Managers, administrative staff and trainers of adult training institutes in the subject of quality assurance 

and evaluation in adult education at institute level and at project level. 






systems 

The handbook constitutes the core issues of the training courses which are: adult learning, 

quality assurance, quality management systems and evaluation in training. 

Training materials and 

the handbbook (70 

pages) 

Evaluation and Quality Assurance in Adult Learning (9 chapters). 

The training materials of the project consist of: 

A handbook; 3 case studies; exercises and project work, 

based mainly on the case studies; slides and handouts; a 

CD-ROM gathering all the training material. 

The e-learning portal, serves as: on-line communication 

platform; virtual library; file sharing, trainer’s manual. 





The training course and the training programme in the subject of Quality Assurance and 

Evaluation in Adult Education provide the necessary skills to managers, trainers and staff of 

adult education centres to design and implement quality assurance / quality management 

and evaluation procedures. 

There are 3 case studies that accompany the handbook contents and provide practical examples 

of the theoretical principles of applying quality management systems and evaluation 

methodologies in adult education institutes and courses.

12 

EQUAL – Evaluation and Quality Assurance in Adult Education 

Titel 00 

40 

EQAVET quality cycle Evaluation 

The Part 2 of the Training of trainers training course focuses on how to design and implement 

an evaluation plan in adult education institutes and on how to use the evaluation 

results for continuous improvement. 

41 


The Part 1 of the Training of trainers training course focuses on how to design, implement, 

monitor and improve a quality management system (QMS) in an adult education institute 

(according to ISO 9001). 


Generally can be transferred with a focus on managers, administrative staff and trainers of adult training institutes. 

2 projects from 

Greece 

09 | E-MODE: Engage Trainers in Learning Modules 

and Material Creation PAGE 32 

12 | EQUAL – Evaluation and Quality Assurance 

in Adult Education PAGE 38

13 

EQUASS in Practice. 

Implementation of Quality Assurance for VET Providers in Vocational 

Rehabilitation according to the EQUASS Assurance Standard 

(European Quality in Services) in some selected EU Countries. 

13 

Project Type and Number: NO/08/LLP-LdV/TOI/131003 


43 

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

(only available in Norwegian) 

www.epr.eu/index.php/ 

equass/projects/166 

www.adam-europe.eu/ 

prj/6213/project_6213_ 

en.pdf 


human health and social 

work activities, education 

VET, in-service training, 

school education, adult 

education 

Association of Vocational Rehabilitation Enterprises 

Postboks 5473, Majorstuen 0305 Oslo 

NORWAY 

www.attforingsbedriftene.no 

(only available in Norwegian) 

Andreas Tømmerbakke 

E-Mail andreas.tommerbakke@nhoservice.no 

Tel/Fax +47 – 99425556 

NO 


BE, PT, LT, IE, SI 



EQUASS Assurance is a certification system for quality assurance 

in social services developed by the European Platform 

for Rehabilitation (EPR). Upon the initiative of AVRE 

(Association of Vocational Rehabilitation Enterprises in 

Norway) six organisations from Lithuania, Slovenia, Portugal, 

Belgium, Ireland and Norway engaged in a project 

to make the EQUASS Assurance certification system more 

easily available to all VET providers. The project EQUASS in 

Practice aimed at developing methods, guidelines and strategies 

and sharing best practice for how VET service providers 

may work to implement the EQUASS Assurance certification 

programme, with the aim of improving the quality of 

their services and achieving sustainable working practices. 


systems 

Standards 


benchmarks 

The “EQUASS in Practice” web-based manual describes a sector-specific quality framework 

consisting of a model with 9 principles for quality, 38 quality criteria and 98 performance 

indicators all based on the key values of the social sector. The criteria cover essential 

elements of a Quality Management System (QMS) applicable in social services. The EQUASS 

Quality Framework elaborates on each of the criteria and indicators which form the basis of 

the EQUASS Assurance certification programme, too. 


“EQUASS in Practice” 

Web-based Manual 

The manual is a practical tool which coaches the VET providers 

through their quality assurance work and enables 

them to become more easily certified by providing assistance 

in clarifying and understanding all requirements in 

the EQUASS Assurance standard. The manual is compiled 

as follows: 1. Introduction; 2. Strategy. The implementation 

strategy outlines how EQUASS may be introduced at 

national (macro) level and how the individual organisations 

may work to implement EQUASS Assurance (meso 

level); 3. EQUASS Quality Framework: The EQUASS Quality 

Framework consists of a model with 9 principles for quality, 

38 quality criteria and 98 performance indicators which are 

widely approved by European stakeholders of the sector. 

The framework elaborates on each of the criteria and indicators 

in the EQUASS Assurance certification programme. 

A glossary with explanations of some words and terms 

used in the standard is also provided.; 4. FAQ. Frequently 

asked questions. 

Target group: All potential applicants (VET providers in vocational rehabilitation) for certification according to EQUASS 

Assurance. All local licence holders of EQUASS Assurance. 


procedures 









The EQUASS Assurance certification system enables organisations which provide services 

in the social sector to engage in an external certification process at a European level 

by which they assure quality of their services to service users and other stakeholders. An 

internal audit against the EQUASS Assurance criteria and indicators is based on a questionnaire 

approach. The external audit is carried out by an independent and qualified auditor in 

a two-day site visit. 

An organisation that meets the EQUASS Assurance criteria will be certified for a period of 

two years. 

The EQUASS Assurance certification fully complies with the core criteria of the Common 

Quality Assurance Framework (CQAF) of the Vocational Education and Training (VET) 

sector. 



An implementation 

strategy 

(as a part of the manual) 

The manual and its many quality principles, criteria and 

performance indicators shall be used together with the 

implementation strategy document describing the implementation 

of the EQUASS Assurance. The strategy covers 

implementations at both macro (national) and meso (organisational) 

levels. 

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

Target group: All potential applicants (VET providers in vocational rehabilitation) for certification according to EQUASS 

Assurance. All local licence holders of the EQUASS Assurance.

europass+/Europass+ 

14 14 



45 

www.europassplus.info 



htmprj=2385 





other service activities VET, AE, etc. 

Forschungsinstitut Betriebliche Bildung GmbH 

Obere Turnstr. 8, 90429 Nürnberg 

GERMANY 

www.f-bb.de 

Gabriele Fietz 

E-Mail fietz.gabriele@f-bb.de 

Tel/Fax +49 – 911 – 27779-0 

DE 


UK, ES, PL, FR, NL 




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

the Europass CV. 

Dissemination 

products 

> Leaflet europass+ 

> Bochure europass+ 

> Poster europass+ 

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

The project and its results are well promoted through these 

‘dissemination products’. They are presented in an attractive, 

professional format and make it easy to get basic information 

about europass+ very quickly. 

Europass+ website 

www.europassplus.de 

The general section of the website provides adequate and 

detailed information about the project, its products and 

the general context of Europass and the assessment of informally 

acquired competences. 


The website is divided into three parts focusing on three 

target groups: experts, trainers and apprentices. 


Models and tools Tools & instruments The Europass+ Online instrument is to support trainees and trainers in assessing and documenting 

their personal skills and informally acquired competences. 


EQAVET quality cycle Evaluation The Online support tool helps the assessment of informally acquired competences. 

Online support tool 

The online tool supports young people and their VET trainers 

in assessing and documenting informal competences 

and including them in section 5A of the Europass. 


The tool is easy to understand and follows a transparent 

step-by-step system. 


The support tools can be transferred to all education sectors since informally acquired competences play an important role 

in all education areas.

European Fundraising 

Accreditation and Training 

15 15 

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


47 

www.vocational 

qualification.net/ 

mmedia/2008.07.11/ 

1215773569.pdf 

http://leonardo.ec.europa. 

eu/pdb/detail_en_2000. 

cfmNumero=5084711& 

Annee=2005 

system level, learning and 


education activities of 

membership organisation 

n.e.c., other service 

activities 

VET, AE, etc. 

EUROPEAN FUNDRAISING ASSOCIATION 

317/3 Keizersgracht, 1016 EE Netherland 

www.efa-net.eu 

M. Jonathan Duschinsky 

E-Mail jon@uniongenerosite.org 

Tel/Fax +31 – 6 – 617607-11 

EU 


DE, FR, HU, LUX, ES, SE, UK 


The project was interested in the job opportunities given in the third sector by the specific professional profile of fundraiser. 

It is a crucial profile in the civil society sector, currently estimated to be the seventh most important economic sector in the 

global economy; the partners aimed at analysing, promoting their training for specific tasks inside the NGOs, and at increasing 

transparency, efficiency and quality because of the present lack of benchmark and tools able to identify effectively trained 

fundraisers. The training modules framework is supported by a European Fundraising Syllabus and by an assessment model. 


Dissemination 

products 

The product explains entry requirements, achieving course 

outcomes, general principles of assessments and routes 

to assessment (academic and vocational assessment and 

accrediting prior experience and learning/APEL process). 

This product also includes the main principles for assessment 

and quality assurance. 

Target group: National fundraising associations and educators. The final users of the results are a broad variety of civil 

society and volontary organisations, cultural and non-profit institutions. 


Handbook: 

Competence 

Framework 

The Competence Framework helps to develop an appropriate 

training module that fundraisers require in order to 

maximise fundraising and ultimately to improve the effectiveness 

of their organisations. The Competence Framework 

is devided into four parts: Communicating a Case for 

Support, Managing Resources for Fundraising, Managing 

Fundraising and Managing People. Every key area consists 

of requirements, performance criteria and demonstration 

requirements for fundraisers. The framework was validated 

across 12 countries. 


Models and tools Standards The EFA Certification Competence Framework and the EFA Fundraising Syllabus define 

the shared skills and knowledge that are required of all professional fundraisers working 

across Europe in order to maximise fundraising and ultimately to improve the effectiveness 

of their organisations. 




benchmarks 

The Assessment Guidelines indicate the main principles and criteria for assessment and 

quality assurance to ensure successful training delivery. 


Handbook: 

EFA Fundraising 

Syllabus 

The EFA Syllabus for fundraising divides the teaching content 

into six main teaching areas, which are sub-divided 

into specific teaching areas indicating the qualification 

required by the teacher for each teaching area. It links the 

six main teaching areas (social and cultural context, FR 

management, FR strategies, FR methods, FR forms and 

legal regulations) to the four key areas of the EFA Certification 

Competence Framework (Communicationg Case for 

Support, Managing Resources, Managing Fundraising and 

Managing People). 


procedures 


individuals 


Evaluation 

The EFA Certification recognises professional fundraising qualifications of the highest 

standard. 

In the Handbook: Competence Framework the first qualification framework for fundraising 

across Europe together with standards for certification of competences of individuals 

– fundraising practitioners are defined. 

According to the Assessment Guidelines the academic and vocational assessment and also 

assessment of prior learning and experience of students takes place. 




The models, stuctures and process are transferable to other educational contents.

EXPERO2EU 

16 16 

Expero in European Union: Focus on Mechatronics 

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


49 

www.expero2.eu 



htmprj=4408 

learning and teaching level 

professional, scientific and 


VET; in-service training; 

school education; 

adult education; higher 

education 

Istituto Tecnico Industriale Arturo Malignani 

Viale Leonardo da Vinci 10, 33100 Udine 

ITALY 

www.malignani.ud.it 

Arturo Campanella 

E-Mail arturo.campanella@istruzione.it 

Tel/Fax +39 – 432 – 46380 

IT 


IT, ES, UK, AT, FI, TR, DK 



Expero2Eu is a European project, founded by the Leonardo da Vinci LLP programme as a Transfer of Innovation project 

aimed at making the ExPerO model a sovra-national European standard to evaluate and improve the quality of the learning 

outcomes in the vocational schools. 

In this sense the aim is to integrate the instruments produced in VQTS (another LdV Pilot project) to also measure and 

compare credits and competencies as part of the learning outcome. The project is dedicated – in this experimental phase 

– to the mechatronics area of competencies. A network of schools in different European countries will act for a reciprocal 

recognition of competencies and credits. 

Set of tools 

Beside the quality model a set of tools has been developed 

in order to assess and evaluate the quality of the learning 

outcome in the vocational education sector. ExPerO offers 

tools to collect data (assessment phase, consisting of 

both quantitative and qualitative measures), instruments 

to evaluate this data (evaluation phase, which provides 

synthetic and weighted indicators), data sheet provided 

for documentation of the implementation of the model 

and a database management (where the data is stored). A 

new product is Exqlusieve which is also referred to in the 

certification standard. It is a step-by-step instruction on 

the schedule of the internal implementation of the quality 

model with reference to documents that can/should be 

used and some tips also for data collection (i. e. how to conduct 

semi-structured or open interviews). 




Standard for the 

Certification of Quality 

in Professional Education 

and Training 

ExPerO is recognised as a European standard in the assessment 

of the learning outcome quality. The document 

STANDARD FOR THE CERTIFICATION OF QUALITY IN PRO- 

FESSIONAL EDUCATION AND TRAINING describes in detail 

this standard containing eight families of characteristics 

(e.g. Mission and vision, Organisational processes, Quality 

of results, Quality of competencies, etc.) and the innovative 

ExPerO model, which is the first supranational European 

model aimed at evaluating the quality of learning outcomes. 

The ExPerO quality model is based on an ISO-related approach 

and on a results’ evaluation methodology which 

fosters coherence between the stakeholders’ expectations 

(both internal and external) and the perception of the VET 

training results (Should – Is comparison). The Internal Control 

Plan represents the systematic verifications carried out 

by the training organisations of the effective implementation 

of the ExPerO standard with the purpose of controlling 

the correct compliance of each quality characteristic. 

An overview of relevant documents and the records/documentation 

needed for certification is also included but the 

internal auditing process and the certification procedure 

are not described. 

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



benchmarks 


Models and tools Standards The document “Standard for the Certification of Quality in Professional Education and 

Training” contains the detailed description of the certification standard, the ExPerO theoretical 

quality model and its quality characteristics (criteria) able to assess and evaluate the 

quality of VET learning outcomes. 

A set of common tools has been created in order to assess and evaluate as well as improve 

the quality of the learning/training outcomes in the vocational education and training 

sector. 


procedures 



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

quality. 

The document “Standard for the Certification of Quality in Professional Education and 

Training” details each certified characteristic and provides a list of records necessary for 

evidence demonstration according to the ExPerO standard requirements.

16 

EXPERO2EU – Expero in European Union: Focus on Mechatronic 

Titel 00 

50 

EQAVET quality cycle Evaluation As a certification standard the ExPerO theoretical quality model and its quality characteristics 

(all included in the document “Standard for the Certification of Quality in Professional 

Education and Training”) and common tools have been developed to assess and 

evaluate the quality of VET learning outcomes. 

51 


Generally all areas working with learning outcomes. 


VQTS: www.vocationalqualification.net/vqts 


Germany 

01 | ACT-Net 

Active Citizen Training Network PAGE 8 

04 | CM ProWork – Competence Management 

in the Production Sector PAGE 18 

06 | DELID – A Dialogue Approach to Developing 

E-Learning Courses PAGE 22 

14 | europass+/Europass+ PAGE 44 

17 | Flexi-Path – Flexible Professionalisation 

Pathways for Adult Educators between 

the 6 th and 7 th Level of EQF PAGE 52 

19 | Guiding from School to Job PAGE 56 

29 | QUALIVET – Quality Development and Quality 

Assurance with Labour Market Reference PAGE 88 

38 | TQP-EU – Transnational Quality Project PAGE 116

17 

Flexi-Path 

Flexible Professionalisation Pathways for Adult Educators 

between the 6 th and 7 th Level of EQF 

17 

Project Type and Number: 2008-1-DE2-LEO05-00151, DE/08/LLP-LdV/TOI/147187 


53 

www.flexi-path.eu 



htmprj=3818 

system level, provider level adult education adult education, higher 

education 

Deutsches Institut für Erwachsenenbildung 

Heinemannstraße 12-14, 53175 Bonn 

GERMANY 

www.die-bonn.de/default.aspx 

Dr. Anne Strauch 

E-Mail strauch@die-bonn.de 

Tel/Fax +49 – 228 – 3294172 

DE 


EE, ES, IT, RO 




Common 

Competence Profile 

Although a well-recognised need, little attention has been paid to defining the contents and processes of initial training 

and the further professionalisation of staff working in adult learning. Flexi-Path facilitates the transparency and recognition 

of adult educator qualifications across Europe, making them comparable by having a common reference (EQF) and a common 

master adult educator profile which promotes the idea of mobility through standardised educational programmes and 

qualification levels. 

Flexi-Path also enhances the recognition and valorisation of adult educator learning that has occurred within non-formal and 

informal settings by means of a validation instrument. With the help of this validation instrument adult educators’ awareness 

of their knowledge and skills will be raised and they will be able to better plan their future professional development. 

Flexible professionalisation pathways for adult educators between the 6 th and the 7 th level of EQF 

The document contains a description of the project, a national 

report and a suggested structure for a common European 

Master Adult Educator competence profile which 

provides a common referential for adult educators on EQF 

levels 6 (Bachelor) and 7 (Master). The document argues 

convincingly for the need to make adult educators’ complex 

professional competencies more visible and acknowledged. 

It offers a framework which allows to relating these 

competencies to the EQF levels 6 and 7. 

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

Models and tools Tools and instruments The Flexi-Path Toolkit developed enables to evidence and refer adult educators’ competencies 

to EQF levels 6 and 7. 


procedures 

EQAVET quality cycle Evaluation The project is about validation and recognition of competencies in a specific sector, i.e. 

adult education. During self-assessment the adult educator indicates the assessed level 

(not met, level 6 met, level 7 met) against each competence as well as defines the supporting 

evidences and the developmental activities to follow. 





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

EMAE: www.die-bonn.de/doks/egetenmeyer0901.pdf 

The Flexi-Path Toolkit is a self-evaluation toolkit – a validation instrument of adult educators’ 

competencies which meet EQF level 7 by adult educators themselves. 


Flexi-Path Toolkit 

Process description and a well-elaborated, valuable and 

applicable self-evaluation toolkit for evidencing/validating 

generic competencies of adult educators which enables 

them to refer their work-based competencies to EQF levels 

6 and 7 and to document these competencies in a portfolio. 

(The toolkit is presented in a professional and userfriendly 

manner). 

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

18 

GEMS 

Guidance for Educators, Mentors and Students 

18 

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


55 

www.leogems.org 



htmprj=4063 



n/a 

VET, AE, etc. 

IDAN 

Skúlatún 2, 105 Reykjavík 

ICELAND 

www.idan.is 

Helen Williamsdóttir Gray 

E-Mail helen@idan.is 

Tel/Fax +354 – 5 – 906423 

IS 


IS, UK, BE, SE, PL 



GEMS developed a simple but effective process for quality improvement and enhancement of learner experiences in a workbased 

learning environment within the hospitality and food sectors across Europe. The tools developed “A Guide for Coordinators 

and Mentors” in work-based learning in 5 languages and a “Student Logbook” in 5 languages, which are currently 

being implemented in an adapted form in the hospitality and food sectors in Icelandic VET schools as well as in the partner 

countries. The products are also being further adapted and transferred to new countries through a Leonardo partnership 

project through which they are used by 30 restaurants across Europe. Culinary and hospitality students on mobility grants 

also use the logbooks during training abroad. 


benchmarks 


The Guide covers the set of standardised quality indicators specific to work-based learning 

which promote the transparency of competences among employers across Europe. 

The Guide gives guidance on how educational leaders can increase the quality and transparency 

of practical training in the hospitality and food sector. 


EQAVET quality cycle Implementation The Guide describes the process of an international internship and contains suggestions 

which help the learners to manage the process from when they are accepted for an internship 

abroad until the successful completion of this experience with writing the final report. 

Gems 

Guidance for Educators, Mentors and Students 

The guide addresses the planning, conditions and evaluation 

of work-based learning as well as communication 

techniques, health and safety, educational quality indicators 

and equality issues in the hospitality and food sectors 

across Europe. 

There are three guides which complement each other: 

1. The Coordinator and Mentor Guide 

2. The Student Work-Based Learning Logbook – 

Preparation, and 

3. The Work-Based Learning Logbook – Hospitality and 

Tourism 


Could inform VET providers of workplace learning across the spectrum of occupations. 

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

19 

Guiding from School to Job 

Professionalism in the Work with Young People at Risk of Social 

Exclusion/Guiding from School to Job 

19 



57 

www.bildungsmarkt.de/ 

en/index.phpm=4&mi= 

104&mid=159 



htmprj=2052 


level, learning and teaching 

level 

human health; social work 

activities 

VET, AE, etc. 

Bildungsmarkt Vulkan GmbH 

Vulkanstrasse 13, 10367 Berlin 

GERMANY 

www.bildungsmarkt.de 

Regina Walther 

E-Mail rwalther@bildungsmarkt.de 

Tel/Fax +49 – 30 – 55680927 

DE 


NL, IT, FR, DE, FI, PL, UK, TR 


The project evaluated the practice of guidance actually provided by the teaching and training staff, and the practice of guidance 

training for this staff. In a process of needs review and exchange of experience best practice was extracted and quality 

standards were proposed for guidance training to these “informal guidance workers”, which focus on 

• competences and learning aims, 

• contents: adequate guidance methodologies, procedures, knowledge, networks, 


Compilation 

Practice Examples for Guidance and for Training in Guidance 

The report offers an overview of good practice examples of guidance from 7 countries and of training for guidance. 

Target group: System level; providers that offer training for guiders and counsellors and their clients themselves 

• didactic and logistic implementation in the education and training systems for different professional groups 

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



A Competence Profile 

for Guiders 

Guiding Young People at Risk of Social Exclusion from School to Work 

The competence profile is centered around seven competences that define the quality required to offer good guidance. 

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

Models and tools Standards The Competence Profile for Guiders – Guiding Young People at Risk of Social Exclusion 

from School to Work is a set of seven core competences defining the quality required to 

offer good guidance as well as the quality standards for the guidance systems and their 

institutions. The discussion paper “Quality Control and Quality Development in Guidance” 

sets standards for the development and the control of quality in guidance training 

and guidance practice for each of the seven competences. The quality issues mentioned 

here are a selection of some of the core elements of the competence profile defining quality 

of guidance and quality of training for guidance. 


Discussion paper 

“Quality Control and Quality Development in Guidance” 

The paper is based on the competence profile and intends 

to contribute to a discussion about strategies for an efficient 

and effective control of quality and the continuous 

development of the quality of guidance; for each of the 

7 competences there are standards defined both for the 

training and for the process of guidance itself. Furthermore 

there is a special focus on self-reflection in the guidance 

process. 

Target group: System level; providers that offer training for guiders and counsellors and their clients themselves 

Support Good practice The Compilation of Practice Examples for Guidance and for Training in Guidance offers a 

well-structured overview of good practice examples of guidance as well as good practice of 

training for guidance in various European countries. 

EQAVET quality cycle Implementation The Competence Profile is an instrument to define and develop quality standards for the 

educational offer for future guiders by using the concept of competence and based on 

analy sis and examples in the area of guidance. 


Transfer to other countries would be easily possible, especially as what is still needed can be seen in the whole process of the 

project; can also be taken as good example for contexts other than guidance.

20 

i2i 

Internship to Industry 

20 

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


59 

www.internship2industry.eu 



htmprj=4323 





VET, AE, etc. 

Göteborgsregionens Tekniska Gymnasium 

Box 8090, 40278 Göteborg 

SWEDEN 

www.gtg.se 

Gisela Bohlin 

E-Mail gisela.bohlin@gtg.se 

Tel/Fax +46 – 31 – 7603430 

SE 


The aim of this European Leonardo da Vinci project was to improve the quality of workplace training in industries in Europe. 

Useful manuals were developed to secure the whole process of work placement from the preparation to the point of admission 

to an internship. The manuals support schools, companies, exchange organisations as well as participants. European 

mobility is one possibility to increase the competitiveness of enterprises. Work placements improve the quality of education 

and the industrial location. In the project three web-based manuals were developed that provide assistance in the preparation, 

implementation and follow-up of stays abroad: manual for internship coordination in VET, manual for internship 

supervisors in VET, manual for internship trainees in VET. 


Manual 

Internship trainees in VET 

The manual helps trainees to prepare for the internship abroad by giving practical advice on how to act and behave at the 

workplace as well as how to cope with unexpected situations.The whole internship procedure is described step by step 

(before – during – after) in the perspective of the trainee. The manual also provides useful information about how to get out 

most personal benefits. 

Target group: Students, apprentices and young applicants who will do their internship in enterprises in the technical industry 

branch in Europe. 


Manual 

Internship coordinators in VET 

The manual facilitates the internship process for coordinators 

who organise internships in the technical industry sector 

in Europe by describing the process/procedure step by 

step, i.e. how to plan an internship (both for hosting and 

sending organisations), how to carry it out and how to follow 

it up. Coordinator tools developed on the basis of good 

practices of the project partners and also useful links support 

each section of the 15-page manual. 

Target group: Internship coordinators in companies, schools, institutions, intermediary organisations, departments, etc. 

in Europe which supply and organise internships in the technical industry branch. Exchange organisations. 


Models and tools Tools and instruments The Manual for internship coordinators in VET facilitates the organisation of internships 

by describing the process step by step. Coordinator tools (forms and documents) are also 

provided. 

The Manual for internship supervisors in VET helps the supervisor at the enterprise/workplace 

how to supervise the trainee, how to support and guide the learning process of the 

trainees by describing the different phases in the internship procedure step by step. Supportive 

tools, forms, documents, etc. are also provided. 


Manual 

Internship supervisors in VET 

The Manual for internship trainees in VET helps trainees to prepare for the internship 

abroad by describing again the whole procedure with all the steps to be taken, but in the 

perspective of the trainee. It also contains useful documents such as model contracts, 

checklists, addresses, etc. 

This manual supports the supervisor at the workplace by 

describing the different phases and the tasks of the supervisors 

in the internship procedure step by step and by giving 

him/her tools for how to supervise the trainee. The manual 

also contains information about some extra topics that can 

be useful for the job of a supervisor (e.g. communication, 

leadership styles, conflict management). 

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

20 

I2I – Internship to Industry 

Titel 00 

60 

Support Good practice The supporting coordinators tools included in the Manual for internship coordinators in 

VET were developed on the basis of good practices of the project partners (e.g. documents 

such as matrix of competences, checklist for welcoming of trainees; and forms such as 

trainee application form, trainee’s self-assessment form, trainee’s folder, internship evaluation 

by the trainee). 

61 


At the end of/after the internship the trainee’s competences will be assessed and the internship 

project as a learning process be evaluated, feedback of the process collected. 


The 3 manuals – “Manual for internship coordinators in VET”, “Manual for internship 

supervisors in VET” and “Manual for internship trainees in VET” – describe the internship 

process step by step (before/during/after) with consideration of the quality cycle, i.e. 

how to plan an internship, how to carry it out, how to evaluate it and how to follow it up. 



France 

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

21 | Improving the Quality of Guidance – AQOR PAGE 62

21 

Improving the Quality of Guidance – AQOR 

(Améliorer la qualité de l’orientation) 

21 

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


63 

www.aqor.droa-eu.org 

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



htmprj=4902&proj 

Lang=en 

provider level adult education adult education, guidance 

and counselling 

PRAO (Pôle Rhône-Alpes de l‘Orientation) 

1 esplanade François Mitterrand, CS 20033, 

69269 Lyon Cedex 02 

FRANCE 

www.prao.org (available only in French) 

Aline Grimand 

E-Mail agrimand@rhonealpes.fr 

Tel/Fax +33 – 4 – 72594885 

FR 


ES, IT 



Improving the quality of systems, professional practices and guidance services – that is the goal that seven European regions 

have set for themselves within the AQOR (Amélioration de la Qualité en Orientation – Improving the Quality of Guidance) 

transfer of innovations project. They also aimed at developing a shared and common culture among the actors of guidance 

in these European regions. 


benchmarks 

The Guide on Indicators contains a list of 42 indicators for quality which make it possible 

for any organisation wishing to implement a quality improvement process to benchmark 

their practices, structure and services. 

The AQOR is a follow-up of the DROA (Network Development for Active Guidance) European Leonardo “network” project, 

which was conducted on an experimental basis and resulted in recommendations spotlighting the need to raise the quality 

of guidance. 


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

were developed. 



procedures 



A Questionnaire for self-evaluation was developed for checking the opportunity of using 

the defined quality indicators for self-evaluation. 


reports 

The Guide contains a list of 42 indicators for quality. 

4 national research reports (DK, SE, EE, IT) focusing on the 

status and provision of AE, the status of professionalisation 

of adult educators and on opportunities and challenges related 

to the education of adult educators. 

EQAVET quality cycle Evaluation A Questionnaire for self-evaluation was developed for checking the opportunity of using 

the defined quality indicators for self-evaluation. 

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



reports 

A questionnaire for self-evaluation was developed for 

checking the opportunity of using the defined quality indicators 

for self-evaluation. In the questionnaire the indicators 

are organised into 4 main chapters – 1. Delivery of the 

guidance service; 2. Planning; 3. Development of guidance 

service and 4. Organisation of guidance service. 

There are questions allocated to each of the indicators. The 

evaluation takes place on the basis of a 5-grade scale and 

in every case should be supported by evidence. In a separate 

document instructions are given on how to fill in the 

questionnaire.

22 

MEVOC 

Quality Manual for Educational and Vocational Counselling 

22 

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


65 

www.mevoc.net 



htmprj=853 



other service activities 

VET, AE, etc. 

Österreichisches Insitut für 

Bildungsforschung der Wirtschaft 

Rainergasse 38, 1050 Vienna 

AUSTRIA 

www.ibw.at 

Monika Thum-Kraft 

E-Mail thum-kraft@ibw.atr 

Tel/Fax +43 – 1 – 5451671-0 

AT 


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



The aim of the MEVOC project was to develop a practice-oriented, interactive online manual (see www.mevoc.net) to help 

educational and vocational counsellors to identify high-quality counselling. 


The Quality Manual for Educational and Vocational Counselling focuses on MEVOC quality 

standards, i.e. the required knowledge, skills and competences for single coaching by 

educational and vocational counsellors. 



reports 

The manual is a collection of tools that are available on the 

project homepage and that are linked to each other. 

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

The idea and concept can be seen on the starting page of 

www.mevoc.net 


The Interactive online manual for educational and vocational counselling is a collection 

of tools that help educational and vocational counsellors to identify high-quality counselling. 

The self-assessment tool has been developed on the basis of the MEVOC standards for 

counsellors to improve the quality of their own counselling. 



procedures 



The self-assessment tool can be used for checking and self- evaluation of the educational 

and vocational counsellors’ skills and competences and for identifying areas for improvement. 

Quality standards for 

educational and vocational 

counsellors 

The standards build on existing national and international 

guidelines and consist of four competence categories 

(“Edu cation and Career”, “Counselling Practice”, “Personality” 

and “ICT Skills”); these are subdivided into 12 standards 

Target group: Educational and vocational counsellors 

that again consist of 35 required competences. These “final 

standards” are the result of a Delphi survey that led to a 

substantial reduction of the original “full version” of quality 

standards. 


Evaluation 

The development of quality standards for educational and vocational counselling is one of 

the essentials of quality assurance in this field. 

The self-evaluation facilitates the assessment of their own counselling services for the 

educational and vocational counsellors and the improvement of the required competences. 


Self-assessment tool 

The self-assessment tool has been developed on the basis 

of the MEVOC standards, i.e. the required skills and competences. 

It can be used for the self-evaluation of vocational 

Target group: Educational and vocational counsellors 

and career counsellors’ skills and competences and for 

identifying potential deficits. 


Can be used in all countries, so transferability to all (EU) countries is good. 


ECGC: www.ecgc.at, EMEVOC: www.emevoc.net

23 

Peer Review Extended 

23 

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


67 

www.peer-revieweducation.net 

www.leonardodavinciprojekte.org/adam/ 

project/view.htmprj=2958 


but also connected; provider 

level, learning and 


VET 

VET, AE, etc. 

öibf – Österreichisches Institut für Berufsbildungsforschung 

/ Austrian Institute for Research 

on Vocational Training 

Biberstraße 5/6, 1010 Vienna, AUSTRIA 

www.oeibf.at 

Maria Gutknecht-Gmeiner 

E-Mail m.gutknecht-gmeiner@impulse.at 

Tel/Fax +43 – 1 – 3103334-0 

+43 – 1 – 3197772 

AT 


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




The growing interest in the methodology of peer review has led to the follow-up project “Peer Review Extended” (2007). The 

project was built on the results of the previous project “Peer Review in initial VET” (AT/04/C/F/TH-82000) in which a common 

European peer review procedure was developed and introduced as a promising new instrument for quality assurance 

and quality development in the initial VET sector (ISCED 3/4) throughout Europe. 

The project Peer Review Extended resulted in 4 more peer reviews (AT, DE, ES, HU) which continued the fine-tuning of the 

European peer review procedure as an element of the Common Quality Assurance Framework (CQAF) through practical experimentation 

and also the development of the online peer review toolbox. The project also investigated the potential contribution 

of peer review to the further development of the CQAF. 

Models and tools Tools and instruments A practical Peer Review toolbox supports the institutions – IVET providers in implementing 

peer reviews. 



Report “Peer Review and the CQAF”: The peer review is an innovative methodology for 

external evaluation in VET which adds to the methodological repertoire of the CQAF model. 

Report “Peer Review and the CQAF”: The European peer review procedure was developed 

as a systematic procedure following very clearly and transparently the 4 elements/phases 

of the CQAF model: Preparation (Planning) – Peer Visit (Implementation) – Peer Review Report 

(Evaluation) – Putting plans into action (Follow-up and procedures for change). 

Peer Review 

Toolbox 

Online and on CD (revised in Peer Review Extended II, current 

version available online). The Peer Review Toolbox 

complements the European Peer Review Manual for Initial 

VET, providing forms, checklists, additional information 

and recommendations. It is a practical tool for the IVET 

provider level as well as for the system level(s). In addition 

to the English and German versions the toolbox is available 

in Hungarian, Italian, Spanish and Catalan. The Toolbox is 

available on CD-ROM (EN, DE) as well as in electronic format 

from the project website (EN, DE, HU, IT, ES, CA). 


Multisectoral for economic sectors, transferable to other educational sectors. 


Report 

“Peer Review and the CQAF” 


Peer Review in initial VET and Peer Review Extended II; Peer Review Impact 

Peer Review as an innovative methodology for external 

evaluation in VET and its contribution to the further development 

of the “Common Quality Assurance Frame work“ 

(CQAF)”. 

This report was elaborated by the partnership upon request 

from the European Commission in order to support European 

developments in quality assurance in VET. The report 

investigates and shows that peer review fully corresponds 

to the central tenets and goals of the “Common Quality 

Assurance Framework” and also in which areas and how it 

can/is expected to contribute to the further development 

of the CQAF model.

24 

Peer Review Extended II 

24 

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


69 




htmprj=2958 






VET, AE, etc. 

öibf – Österreichisches Institut für Berufsbildungsforschung 

/ Austrian Institute for Research 

on Vocational Training 

Biberstraße 5/6, 1010 Vienna, AUSTRIA 

www.oeibf.at 



Tel/Fax +43 – 664 – 2365980 

AT 


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


The project facilitated the transfer and further development of the European peer review methodology as an element of the 

Common Quality Assurance Framework (CQAF). 

The specific aims of the current project were to: 

1. Support the (further) dissemination and transfer of the methodology of the predecessor project “European Peer Review” 

in the participating countries and facilitate the adaptation of the procedure to the needs and situations in the “new” 

countries (CZ, SI, TR), 

2. Transfer the European peer review methodology to continuing VET, 

3. Improve and enhance the use of the European peer review methodology through the development of face-to-face peer 

training/guidelines for peers, 

4. Provide further practical experimentation (continuing VET; new types of schools including schools for apprenticeship 

training), and 

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

CQAF at national and European levels. 


European Peer Training 

Curriculum 


Peer Review 

Readers 

The European Peer Curriculum was designed by a transnational 

expert team to conduct peer training. It has a 

modular structure and consists of the following parts: a 

competence profile of the peers and a curriculum based 

on this profile; a section on quality assurance of the training; 

a detailed description (including tips for trainers) of 

the seven modules which make up the curriculum; cases 

of good practice from Austria, Finland and Denmark; and a 

self-supported web-based training. 

Target group: Trainers who want to conduct peer training; training managers in institutions who want to conduct peer 

training; teachers/trainers in VET who are interested in peer review; prospective peers 

European Peer Review Reader, Developments and experiences 2004–2009 

The European Peer Review Reader covers all activities and aspects of the “European Peer Review experience”, partners from 

all three projects have contributed their experiences, reflections, and future plans. Its content includes: 

1. Presentation of the experiences of the European peer review initiative. 


European Peer Review 

Manual for VET 

This manual is a revision of the “European Peer Review 

Manual for initial VET”, which was developed in the project 

“Peer Review in initial VET” (2004-2007) by a transnational 

team of experts. The manual was adapted for use both in 

initial and continuing VET. Changes first and foremost concern 

the terminology and the quality areas and indicators 

Target group: Management of VET providers, teachers/trainers in VET, quality managers 

used. It contains 11 chapters: an introduction to peer review, 

an overview of the procedure, 4 chapters giving stepby- 

step guidelines to peer review, a chapter on the quality 

areas, one on the peers, literature and resources, a glossary, 

and a list of project partners involved. The manual has 50 

pages and is available in English as pdf file for download. 


2. Theoretical inputs. 


systems 

3. Practical recommendations for the different stakeholder groups 

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

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

European networks/institutions 

The European Peer Review Manual for VET describes an overall system of managing quality 

of VET provision by combining self-assessment with an external evaluation by peers.

24 

Peer Review Extended II 

Titel 00 

70 

Standards 


benchmarks 

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

across Europe. 

The European Peer Review Manual for VET includes quality criteria and indicators (quality 

areas) for assessing VET provision on the provider level. The quality areas follow the quality 

cycle. On a meta level the European Peer Review Manual for VET also provides criteria for a 

high-quality conduct of peer reviews. 

71 


The European Peer Review Manual for VET is supported by a toolbox which contains 

forms, questionnaires and checklists for peer review. 


procedures 



The European Peer Review Manual for VET describes the European peer review procedure 

which builds upon self-assessment/self-evaluation and combines it with an external evaluation. 



The European Peer Review described in the European Peer Review Manual for VET is a new 

form of external evaluation conducted by peers, i.e. colleagues from other institutions. 


Bulgaria 


A Peer Training programme prepares the peers for the tasks. 


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


The European Peer Review Manual for VET: peer review is a novel methodology for external 

evaluation on VET provider level. 


The European Peer Review targets Phase 3 of the quality cycle. Additionally, the peer review 

methodology as a systematic procedure comprises all phases of the cycle as described in 

the European Peer Review Manual for VET. The quality areas also follow the quality cycle. 


To other educational sectors: school sector (general education), adult education; links to higher education. 


Peer Review initial VET, Peer Review Extended, Peer Review Impact 

07 | Development of a Validation Framework 

for Mentoring PAGE 24 

27 | QA in YCC – Quality Assurance in 

Youth Career Consultancy PAGE 80 

39 | Validating Mentoring 2 PAGE 120

25 

Peer Review in Initial VET 

25 

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


73 


www.leonardodavinciprojekte.org/adam/ 

project/view. 

htmprj=1656 





VET 

VET, AE, etc. 

öibf – Österreichisches Institut für 

Berufsbildungsforschung 

Wipplingerstraße 35/4, 1010 Vienna 

AUSTRIA 

www.oeibf.at 



Tel/Fax +43 – 1 – 3103334-0 

+43 – 1 – 3197772 

AT 


The project aimed at introducing peer review as a new instrument for quality assurance and quality development/quality 

improvement in the initial vocational education and training sector throughout Europe. 

A common European standard for implementing peer reviews was developed to promote co-operation and understanding 

as well as enhance transparency between the diverse initial vocational education and training systems in Europe. 


Synthesis report 

The Transnational Synopsis Report is one of the results of the first phase of the project which has been dedicated to research, 

identification of good practice and definition of core criteria for the development of the Peer Review Manual. The 

report is mainly based on information from 10 national reports (AT, CH, DK, FI, HU, IT, NL, PT, RO, UK-SC). Relevant data 

was obtained on two issues: 

1. To provide an inventory of the status quo concerning national, regional, sectoral or local quality assurance (QA) and quality 

development (QD) procedures in their VET systems, with special emphasis on the specific procedures and practices of 

the involved partners (VET providers and educational stakeholders). 


European Peer Review 

Manual for initial VET 

The European Peer Review Manual for Initial VET is the key 

product of the project. It introduces a European standard 

procedure for the use of peer reviews in the initial vocational 

education and training. The manual provides an instrument 

for the application of peer reviews for all institutions, 

experts, decision-makers, etc. involved in the IVET system 

who are interested in quality assurance and quality development/improvement. 

Its focus is on a practical approach. 

The manual offers directly implementable guidelines for 

IVET providers who want to introduce peer reviews in their 

quality assessment and quality development/improvement 

procedures. 

The final version of the European Peer Review Manual for 

Initial VET is online, available in all languages of the participating 

countries, on the project website www.peer-revieweducation.net. 



systems 

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

conditions, quality areas). 

Standards 

The European Peer Review Manual for Initial VET describes an overall system of managing 

the quality of initial VET provision by combining self-assessment with an external 

evaluation by peers. 

The European Peer Review Manual for Initial VET describes a European standard for carrying 

out peer reviews in initial vocational education and training across Europe. 


Web-based Training for 

Peers 

The web-based Peer Training Programme contains information 

and exercises on relevant aspects for carrying 

out a peer review, e.g. information on peer review as an 

evaluation tool, on external visits, external inspection and 

external assessment, the quality areas, the various roles of 

peers and their related tasks, qualitative research methods, 

analysis of data, and relevant soft skills. 


benchmarks 

The European Peer Review Manual for Initial VET includes quality criteria and indicators 

(quality areas) for assessing initial VET provision on the provider level. The quality areas 

follow the quality cycle. 

On a meta level the European Peer Review Manual for Initial VET also provides criteria for 

a high-quality conduct of peer reviews in initial vocational education and training. 


The European Peer Review Manual for Initial VET is supported by a toolbox which contains 

forms, questionnaires and checklists for peer review.

25 

Peer Review in Initial VET 

Titel 00 

74 


procedures 



The European Peer Review procedure, which is described in full in the European Peer Review 

Manual for Initial VET, builds upon self-assessment/self-evaluation and combines it 

with an external evaluation. 

75 



The European Peer Review procedure, which is described in full in the European Peer Review 

Manual for Initial VET, is a new form of external evaluation conducted by peers, i.e. 

colleagues from other institutions. 


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


Planning 

The European Peer Review Manual for Initial VET describes the tasks to be accomplished 

by both the peers and the institutions – IVET providers in the preparation/planning phase 

(Phase 1). 


Evaluation 

The European Peer Review Manual for Initial VET describes how to implement a peer review 

visit (Phase 2) by the peers in an institution – IVET provider. 

The European Peer Review Manual for Initial VET describes the European Peer Review 

procedure for initial VET which is a novel methodology for external evaluation on VET provider 

level. 


Norway 

Review 

The European Peer Review Manual for Initial VET describes the tasks to be accomplished 

by an institution – IVET provider in the follow-up of the peer review (Putting plans into 

action – Phase 4). 


The European Peer Review Procedure for Initial VET targets Phase 3 of the quality cycle. 

Additionally, the peer review methodology as a systematic procedure comprises all phases 

of the cycle as described in the European Peer Review Manual for Initial VET. The quality 

areas also follow the quality cycle. 


Multisectoral for economic sectors, transferable to other educational sectors. 


Peer Review Extended, Peer Review Extended II, Peer Review Impact 

13 | EQUASS – European Quality in Practice 

Implementation of Quality Assurance for VET Providers 

in Vocational Rehabilitation according to the EQUASS 

Assurance Standard (European Quality in Services) in 

some selected EU Countries. PAGE 42

26 

QUALC 

Quality Assurance Network for Adult Learning Centres 

26 

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


77 

www.efquel.org/tools/ 

qualc 

n/a 



adult education 

VET, AE, etc. 

CFL Soderhamn/CENTRUM FOR FLEXIBELT LARANDE 

SODERHAMNS KOMMUN 

Sodra Jarnvagsgatan 7, 82680 Soderhamn 

SWEDEN 

www.cfl.se 

Dan Jonsson 

E-Mail dan.jonsson@soderhamn.se 

Tel/Fax +46 – 270 – 76620 

SE 


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



The aim of QUALC was to establish higher quality in adult learning. In order to improve the quality QUALC has provided solutions 

as well as consulting implementation services for adult learning centers (ALC) and their capability maturity process. 

The project has undertaken research and analysis about the nature of ALC in different European countries and developed 

operational tools, processes and criteria. 

Toolkit documents 

1. Self-Assessment Matrix 

Tool 

2. Self-Assessment Report 

The self-evaluation process is designed to assess strengths 

– weaknesses, constraints – opportunities, ambitions and 

resources of ALOs. The process is also designed to lead the 

institution to judge the overall effectiveness of its own 

processes of quality assurance. This phase is intended to be 

reflective rather than promotional, and analytical as well as 

descriptive. 


3. Improvement Plan 

Target group: Adult learning organisation (ALO) staff and learners, also other stakeholders and other organisations who 

are active in the field of lifelong learning. 

Handbook 

Quality Assurance Network for Adult Learning Organisations (QUALC Handbook) 

The handbook shows the results of the QUALC project, 

highlighting the innovative QUALC quality approach, 

which can be adopted to improve quality for the key stakeholders 

in adult learning: the learners, the learning organisation 

and the communities in which learning takes place. 

A separate Piloting Guide accompanies this handbook during 

the evaluative phase of the project development. The 

QUALC scheme and process were piloted to ensure that it is 

robust and fit for purpose. 

Target group: Adult learning organisation (ALO) staff and learners but is also of interest to stakeholders and other organisations 

who are active in the field of lifelong learning. 



systems 

Standards 

The QUALC Handbook describes the common European quality assurance model that has 

been developed for assuring high quality of training provided in adult learning centres. 

The QUALC Pre-Application and Criteria Matrix contains the minimum standards defined 

(eligibility criteria) that any adult learning organisation (ALO) wanting to enter the 

QUALC process must comply with. 



benchmarks 

The QUALC self-assessment matrix contains the quality criteria for self-assessment (6 

are as and criteria and sub-criteria for each area). 

2 Toolkit documents QUALC Pre-Application and Criteria Matrix. 

To assure a permanent level of quality the adult learning 

organisation (ALO) has to comply with at least 3 out of the 

4 criteria of the eligibility check. Eligible ALOs then proceed 

to a positioning questionnaire. By means of this questionnaire 

QUALC decides on whether the ALO needs some preentry 

support or if they may proceed to the next phase, 

which is the actual benchmark process. 

Target group: Adult learning organisation (ALO) staff and learners, also other stakeholders and other organisations who 

are active in the field of lifelong learning. 


procedures 




The QUALC Handbook is accompanied by a toolkit which contains adaptable documents 

or tools which can be used to improve the standards of learning in ALOs across Europe. 

In the QUALC Toolkit document the self-assessment methodology and process was designed 

to help the ALC in assessing and improving the quality of their learning provisions.

26 

QUALC – Quality Assurance Network for Adult Learning Centres 

Titel 00 

78 


Evaluation 

In the QUALC Toolkit document the self-assessment methodology and process was designed 

to help the ALC in assessing and improving the quality of their learning provisions. 

79 

Review 

The QUALC Self-Evaluation Process is also designed to assist ALOs to plan for future 

change. The improvement plan identifies what actions are required to improve their performance 

and the quality of learning provisions to meet the stakeholders’ expectations. 


All other sectors, can be transferred to other adult learning organisation (ALO) staff and learners, also to other stakeholders 

and other organisations who are active in the field of lifelong learning. 


MoRobE: www.morobe.de 

INTERSTUDY: http://staff.ttu.ee/~tauno/Artiklid/Sell_REM.pdf 


Italy 

10 | EMPOWER – European Melting Pot Wide 

Range Quality System PAGE 34 

16 | EXPERO2EU – Expero in European Union: 

Focus on Mechatronics PAGE 48 

34 | Reflect OR – Reflective Practices for 

Professional Guidance Pratictioners PAGE 104

27 

QA in YCC 

Quality Assurance in Youth Career Consultancy 

27 

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


81 

http://vqac.org 



htmprj=4165 


Student computer art society /SCAS/ 

10 Narodno sabranie sq, 1000 Sofia 

BULGARIA 

www.scas.acad.bg 

Rosen Petkov 

E-Mail rosen@scas.acad.bg 

Tel/Fax +359 – 2 – 9870293 

BG 


UK, IE, BG, SK 




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

QA tools and instruments. 

Online platform 

“Virtual Quality Assurance Center for Youth Career Consultancy” 

The Virtual Quality Assurance Center (VQAC), available at 

“www.vqac.org”, is an online database, a comprehensive 

training tool and resource center for quality assurance (QA) 

in youth career guidance featuring innovative content and 

tools. 

Consultancy Manual 

Quality Assurance in Youth Career 

The manual is a comprehensive training material, presenting 

the conceptual framework of quality assurance in the 

field of youth career consultancy. The manual also pays 

special attention to quality assurance of the guidance services 

provided for young people with fewer opportunities 

/YFO/. 

Target group: Career services managers and consultants, youth workers and trainers. Quality assurance bodies, e.g. quality 

assurance agencies and institutions in career guidance in general and youth career services in particular, including the guidance 

services for young people with few opportunities (YFO). 



systems 

Target group: Youth career consultants, managers of youth centers and career services, instructional designers and policy 

makers. 

The Quality Assurance in Youth Career Consultancy Manual introduces the quality assurance 

framework (QAF) for youth career guidance together with practical aspects of QA 

implementation within an institution – career service/guidance provider helping then to 

develop a quality assurance system and maintain it. 


QA workbook 

“QA Tools and Case Studies in Youth Career Consultancy” 


benchmarks 

The Quality Assurance in Youth Career Consultancy Manual introduces the set of quality 

indicators (QA) and the indicators model (QM) as well as the role of quality indiators in the 

QA process. 

The QA Workbook is a practice-oriented training material 

aiming to provide a set of practical tools and case studies 

that support and facilitate the QA implementation in the 

field of youth career guidance. 

Target group: Youth career consultants and youth workers; managers of career services, youth centres or VET institutions; 

instructional designers; career consultants working with young people with fewer opportunities; youth career consultants 

and youth workers. 


The QA workbook: “QA Tools and Case Studies in Youth Career Consultancy” and the 

Online platform: “Virtual Quality Assurance Center for Youth Career Consultancy” provide 

a set of practical tools that support and facilitate the QA implementation in the field 

of youth career guidance.

27 

QA in YCC Quality Assurance in Youth Career Consultancy 

Titel 00 

82 

Support Training The Quality Assurance in Youth Career Consultancy Manual is a comprehensive training 

material, presenting the conceptual framework of quality assurance in the field of youth 

career consultancy. 

The QA workbook: “QA Tools and Case Studies in Youth Career Consultancy” is a practice-oriented 

training material aiming to provide a set of practical tools to support and facilitate 

the QA implementation in the field of youth career guidance. 

83 

Good Practice 

The QA workbook: “QA Tools and Case Studies in Youth Career Consultancy” and the 

Online platform: “Virtual Quality Assurance Center for Youth Career Consultancy” contain 

case studies that support and facilitate the QA implementation in the field of youth 

career guidance. 

EQAVET quality cycle Planning Within the quality assurance framework (QAF) for youth career guidance introduced in 

the Quality Assurance in Youth Career Consultancy Manual indicators are defined and 

especially developed for youth career service. The framework also helps the institutions to 

design and develop their QA systems. 


The QA workbook: “QA Tools and Case Studies in Youth Career Consultancy” concentrates 

on the practical implementation of QA within an organisation – youth career provider. 

The Quality Assurance in Youth Career Consultancy Manual describes how to implement 

the indicators based on a 5-step (context-input-process-output-outcome) approach to 

quality. 


Austria 

Evaluation 

The Quality Assurance in Youth Career Consultancy Manual and the QA workbook: “QA 

Tools and Case Studies in Youth Career Consultancy” emphase the importance of the 

specially developed quality indicators (QI) and the proposed indicators model (IM) for the 

assessment of a quality characteristic or the achievement of quality objectives. 


The concept of the Quality Assurance Framework and the QA implementation in youth career 

consultancy presented in the Quality Assurance in Youth Career Consultancy Manual 

is fully in line with the logic of the Common Quality Assurance Framework in VET (CQAF). 


To other areas where career services and guidance are used, especially for other disadvantaged groups. 

22 | MEVOC – Quality Manual for Educational 

and Vocational Counselling PAGE 64 

23 | Peer Review Extended PAGE 66 

24 | Peer Review Extended II PAGE 68 

25 | Peer Review in Initial VET PAGE 72 

30 | QUINORA – International Quality Assurance 

Programme in Vocational Orientation PAGE 90

28 

Quality Management 

of Peer Production of eLearning 

28 

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


85 

www.qmpp.net 



htmprj=3803 


HCI Productions Oy 

Kutomotie 16 A, FI-00380 Helsinki 

FINLAND 

www.hci.fi 

Ari-Matti Auvinen 

E-Mail ama.auvinen@hci.fi 

Tel/Fax +358 – 10 – 2310940 

FI 


BE, DE, ES, FI, IT 


The overall aim of the project was to accelerate the creation of peer-produced e-Learning content by providing a methodology 

and a process to manage its quality. The specific aim of the project was to develop a solid approach and methodology 

on how to organise and support the quality management process of peer-produced e-learning content. The project itself 

did not take a position of the e-learning tools (such as e-learning platforms or Learning Management Systems) used but 

developed and implemented a systematic process for the quality management of peer-produced e- learning content. The 

project validated the developed methodology through three pilots in three different VET entities and thus had the opportunity 

to consolidate the piloting experiences to the actual toolset developed and the training sessions organised. 


Benchmarking 

Peer Production 

Mechanisms, 

Processes & Practices 

Report identifying key approaches of quality management 

in peer production of e-Learning content by benchmarking 

peer production practices and processes.The product 

explains e.g. approaches and methodology of peer production, 

evaluation of quality requirements and quality 

management processes in the production of eLearning. 

The report presents both the results of the benchmarking 

activities as well as the reports of the proceedings of the 

expert panels. 

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

applied in other education and training levels. 


The QMPP 

(Quality Management for 

Peer Production) 

Handbook 

(+ Extract of the QMPP 

Handbook). 

The QMPP handbook is a practical guide to improve the 

quality of peer-produced eLearning content. The handbook 

provides a clear path through the different steps of quality 

procedures of eLearning content. The handbook also provides 

a number of interesting, real-life cases of quality improvement 

of peer-produced eLearning content. 





systems 

The QMPP (Quality Management for Peer Production) Handbook includes theoretical 

orientation of peer production and standards and quality models for production. The handbook 

provides a clear path through the different steps of quality procedures as well as those 

to improve the quality of peer-produced eLearning content. 


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

process. 

The Setting the Scene – 

indroduction to quality 

in peer production of 

eLearning. 

The product is a thorough analysis of the state of the art 

of the various quality approaches to peer-produced materials 

as user-genereted content.The main contents of this 

product are quality approaches to peer production, quality 

development of peer production, technical tools and technologies 

of peer production and the peer production cycle. 


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

quality approaches to peer production, technical tools and technologies of peer production 

and the peer production cycle. 



The tools included in the Report “Benchmarking Peer Production Mechanisms, Processes 

& Practices” explain the benchmarking mechanism, processes, approaches and methodologies 

of peer production of eLearning content.

28 

Quality Management of Peer Production of eLearning 

Titel 00 

86 


procedures 



The process is based on peer review orientation (which builds upon self-assessment/selfevaluation 

and combines it with an external evaluation). 

87 



The process is based on peer review orientation (which is a new form of external evaluation 

conducted by peers, i.e. colleagues from other institutions). 

Support Good Practice The QMPP (Quality Management for Peer Production) Handbook also provides a number 

of interesting, real-life cases of quality improvement of peer-produced eLearning content. 

EQAVET quality cycle Cycle as a whole The QMPP (Quality Management for Peer Production) Handbook concentrates on 

quality management of peer productions as a systematic process. It provides a clear path 

through the different steps of quality procedures as well as those to improve the quality of 

peer-produced eLearning content. 

RECOMMENDATIONS for Dissemination and Transfer 


Belgium 

The products and process can be transferred to similar processes in the whole education sector. The methods and process 

are generic. 


MoRobE; INTERSTUDY 

37 | SEALLL – Self Evaluation in Adult Life Long 

Learning PAGE 114

29 

QUALIVET 

Quality Development and Quality Assurance 

with Labour Market Reference 

29 



89 

www.qualivet.info 



htmprj=2039 





VET, AE, etc. 

Institut Technik und Bildung (ITB) 

der Universität Bremen 

Am Fallturm 1, 28359 Bremen 

GERMANY 

www.itb.uni-bremen.de 

Prof. Dr. Georg Spöttl 

E-Mail spoettl@uni-bremen.de 

Tel/Fax +49 – 421 – 2184648 

DE 


SI, NL, AT, UK, CZ, ES, DE 


The aim of the project was to engineer a quality development system for educational initial training in the field of metal 

production by means of which the quality of courses can be improved and secured. 


Models and tools Standards The QualiVET Quality Development Framework (QDF) contains standards determining 

the quality demands, i.e. what the school, the school organisation, students, teaching staff, 

etc. should know and be able to do as a result of the study process or the contents. 


QDS Quality 

Development System 

QDS is an instrument and guideline for teachers and trainers 

to develop improvements for learning processes in the 

metal sector supported by shapeable indicators and a team 

concept. 


benchmarks 

The Quality Development Framework (QDF) according to which the teachers can selfassess 

themselves consists of indicators characterising the quality requirements, quality 

demands determined by the standards. 


Target group: VET teachers and trainers in the metal sector 


procedures 



A set of 28 shaping-oriented indicators helps teachers and trainers and / or teaching 

teams to do a self-assessment of their professional practice and, based on this, to identify 

and develop new teaching and learning practices. 

Case studies and 

country reports from 7 

countries 

Country reports and cases of good practice from Austria, Czech Republic, Germany, the Netherlands, Slovenia, Spain and 

the UK 


Support Good Practice The development of the Quality Development Framework (QDF) was based on analysis 

reports and case studies on the status of the implementation of quality management systems 

in VET institutions (metal sector) in 7 European countries. 



The QDF constitutes a framework according to which the teachers can self-assess themselves 

to develop improvements for learning processes in the metal sector supported by 

shapeable indicators and a team concept. 

Quality indicators and 

standards 

The 28 quality indicators and the standards for VET in the 

metal sector intend to be the tool to improve the learning 

offers in VET in the metal sector. The Quality Development 

Framework and the 28 indicators (Main product 3) are 

included in one single product named “QualiVET Quality 

Development Framework (QDF) Guideline, Shaping-Oriented 

Indicators, Team Concept”. 

Review 

The QDF provides for the definition of concrete actions for improving quality based on the 

teachers’/trainers’/teaching teams’ own professional judgement. 



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

30 

QUINORA 

International Quality Assurance Programme in Vocational Orientation 

30 

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


91 

www.quinora.com 



htmprj=1783 




education 

VET, AE, etc. 

abif – Wissenschaftliche Vereinigung für Analyse 

Beratung und interdisziplinäre Forschung 

Einwanggasse 12/5, 1140 Vienna 

AUSTRIA 

www.abif.at 

Karin Steiner 

E-Mail steiner@abif.at 

Tel/Fax +43 – 1 – 52248 73 

AT 


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




QUINORA Guidelines 

The main aim of the project was to develop a quality assurance programme in scope of international quality standards and 

an e-learning tool to implement these measures on the system and meta level. QUINORA is a response to the internationalisation 

of the vocational and career guidance market and provides European benchmarks and best practices. 

The project particularly helped to: 

1. raise awareness for the influence of different core actors on the quality of vocational orientation and activation, 

2. objectify calls for tender processes, improve proposals and select best offers, 

3. improve the communication between core actors. During an extensive comparative synthesis report the project first 

identified existing quality standards and programmes in EU countries. A further step was to develop international 

quali ty standards for vocational orientation and activation training adapted for the management level of vocational 

orientation and guidance measures and an e-learning tool which teaches institutions to implement the quality standards 

step by step. An e-library with additional information for quality in guidance was developed along the two. 

QUINORA Guidelines for Quality Development in Vocational Orientation and Activation Measures 

for Job Seekers on the System Level 

QUINORA 

Quality Handbook 


Guidance in group settings (German) 

The handbook includes the 7 quality guidelines, the theory 

modules of the QUINORA curriculum, the exercises and the 

knowledge test questions. It is the basis for the implementation 

of guidance in group settings. 

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

public employment services), trainers 

Models and tools Standards The QUINORA Guidelines for Quality Development in Vocational Orientation and 

Activation Measures for Job Seekers on the System Level as well as the QUINORA 

Quality Handbook for guidance in group settings contain the defined common international 

quality standards (7 quality domains) for training measures in vocational orientation 

and activation focusing especially on the management level of relevant labour market 

actors. 


The “guidelines” provide a framework for cooperation between 

different actors in the area of vocational orientation 

and guidance, i.e. mainly trainers, providers and commissioning 

agencies/educational authorities responsible. 

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

public employment services), trainers 


The QUINORA Guidelines for Quality Development in Vocational Orientation and Activation 

Measures for Job Seekers on the System Level work in detail on the essential aspects 

of the seven identified fields of quality (“quality domains”) in a context-oriented way. 

The QUINORA Quality Handbook for guidance in group settings includes the 7 quality 

guidelines, the theory modules of the QUINORA curriculum, the exercises and the knowledge 

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

QUINORA Blended 

Learning Curriculum 

In the scope of the project a multilingual curriculum for 

people employed in the field of guidance – specifically in 

the planning, implementation and quality assurance of 

group measures in the field of vocational guidance and activation 

– was developed. 

Target group: People employed in the scope of vocational orientation and activation, specifically in the planning, implementation 

and quality assurance of group measures in the field of guidance: managers of providers, trainers, responsible 

authorities 

Support Training The QUINORA Blended Learning Curriculum contains – on the basis of 7 quality domains 

– 23 thematic modules available as an online e-learning tool/material which teach institutions 

to implement the quality standards step by step and contain 

1. goals, 

2. theory, 

3. best practices, 

4. exercises and knowledge tests.

30 

QUINORA – International Quality Assurance Programme in Vocational Orientation 

Titel 00 

92 

Good Practice 

The QUINORA Blended Learning Curriculum contains – on the basis of 7 quality domains 

– more than 40 best practices. 

93 

EQAVET quality cycle Cycle as a whole The QUINORA Quality Guidelines – next to motivation, qualification and competences 

of trainers – take also into consideration the interaction of stakeholders in planning, implementation 

and post-processing (analysis of feedback, control of success by means of 

criteria defined a-priori) as well as the integration of experiences into the planning and realisation 

of future or follow-up measures which all are decisive for the total process quality. 


Transfer of guidelines is possible to other areas where there are publicly commissioned trainings; training programme can 

be used in other contexts with adaptations. 


Sweden 

20 | i2i – Internship to Industry PAGE 58 

26 | QUALC – Quality Assurance Network for 

Adult Learning Centres PAGE 76

31 

QVETIS 

Training in Quality: VET and Enterprises 

31 

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


95 

www.traininginquality.eu 




system level (not primarily 

targeted but concerned), 


VET sector 

CVET 

Fundación para la Formación, la Cualificación y el 

Empleo en el Sector Metal de Asturias 

Juan de la Cosa, 27, 33211 Roces-Gijón, Asturias 

SPAIN 

www.fundacionmetal.org (available only in Spanish) 

Angeles Alvarez Rivas 

E-Mail angelesal@fundacionmetal.org 

Tel/Fax +34 – 985 – 990020 

ES 


BG, DE, SK, SI, ES 




Quality Management 

Handbook 


Protocol 

The QVETIS – “Training in Quality: VET and Enterprises” developed a quality management system model for VET centres 

(CVET providers) in accordance with the requirements of the UNE-EN ISO 9001:2008 standard as well as tools to monitor 

it, implemented the management model and the developed tools in the VET centres taking part in the project and obtained 

external recognition (quality certification under the UNE-EN ISO 9001:2008 standard) for the management system implemented 

in those centres in order to enhance their performance under the European Common Framework for Quality 

management in VET (CQAF/EQAVET). 

The Quality Management Handbook serves as a user’s 

guide of the Quality Laboratory (Q-LAB, a platform for the 

implementation and monitoring of the quality management), 

which was modified according to the specifications 

of the QMS to implement under ISO 9001:2008 standard. 

The Certification of Continuing Training Providers 

The Protocol for the Certification of Continuing Training 

Providers details the methodologies and phases that give 

shape to the process of implementation of a quality management 

system, the certification process and the maintenance 

of such a certification. For the implementation 

process as a precondition of a successful certification of a 

As a manual it deals with the resources and processes for 

the implementation, monitoring and improvement of the 

quality system. It comprises the quality standards necessary 

for certification purposes and helps for the appropriate 

management of the Q-LAB. 

Target group: Professionals in charge of designing and planning policies in education and training contexts, education and 

continuing vocational training providers, teachers and trainers, HR and training managers, social partner organisations, 

business and civil associations and foundations involved in continuing vocational training, public administrations, SMEs, 

experts in educational, training and labour intervention and policies, quality evaluators. 

quality management system for a VET centre the goals and 

methodologies for 4 different phases are defined. For the 

certification process the protocol that must be carried out 

in any certification process is presented. With regard to the 

maintenance of the certification the minimum requirements 

of a follow-up audit plan are defined. 

Quality Indicators Bank 


Methodological 

document 

Besides the main findings of a questionnaire-based research/survey 

to find some quality indicators that could be 

used to identify the strong and weak points in organisations 

as well as the improvement tasks to work with, the 

process/steps of setting a quality indicator are described 

QMS transfer to European, national, regional and local policies 

The transfer document is a methodical informative guide 

dealing with issues like: Why is quality important Goals 

and 8 Principles of a Quality Management System in Continuous 

Vocational Education and Training, Quality Assurance 

Model = CQAF Model, The benefits of QMS, Variety 

in order to get an objective view on the scope of indicators 

development for quality assessment and to secure the 

quality management and self-evaluation. The VET Quality 

Indicators Bank identifies 10 different indicators with definitions 

in line with the EQAVET indicators. 

Target group: Professionals in charge of designing and planning policies in education and training contexts, education and 

continuing vocational training providers, teachers and trainers, HR and training managers, social partner organisations, 

business and civil associations and foundations involved in continuing vocational training, public administrations, statistical 

offices, SMEs, experts in educational, training and labour intervention and policies, quality evaluators. 

and Constituents of Quality Management Systems. It also 

gives practical recommendations for CVET providers for 

the implementation of QMS and also recommendations 

for policy-makers. 

Target group: Professionals in charge of designing and planning policies in education and training contexts at all levels 

(European, national, regional and local), managers and educators of continuous vocational education and training institutions, 

all those interested in quality issues in VET. 

Target group: (C) VET centres

31 

QVETIS – Training in Quality 

Titel 00 


96 


systems 

The Quality Management Handbook presents the main elements of the Quality Laboratory 

(Q-LAB) Quality Management System which was modified according to the specifications 

of the ISO 9001:2008 standard. 

97 


benchmarks 

The VET Quality Indicators Bank identifies 10 different indicators with definitions in line 

with the EQAVET indicators that could be used to identify the strong and weak points in 

organisations as well as the improvement tasks to work with. 


procedures 




The Quality Management Handbook as a manual deals with the resources and processes 

for the implementation, monitoring and improvement of the Q-LAB Quality Management 

System and helps for the appropriate management of the Q-LAB. It also contains supporting 

tools. 

The Methodological document for QMS transfer to European, national, regional and 

local policies as a methodical informative guide gives practical recommendations for CVET 

providers for the implementation of QMS and 12 practical steps for QMS implementation. 

The “Protocol for the Certification of Continuing Training Providers” sets out the work 

method that must be used to successfully obtain the certification of a quality management 

system for a VET centre and the phases to be included. 


Spain 

Support Training Training design for an “Awareness raising in Quality” course, for training staff; 

Training design for a “Quality Management” course, for quality managers; 

EQAVET quality cycle Cycle as a whole Project directly derived from European VET QA policies – CQAF/EQAVET. 

The QVETIS “Training in Quality: VET and Enterprises” project developed, implemented, 

tested and validated a quality management system for continuing training providers in 

order to enhance their performance under the European Common Framework for Quality 

Management in VET (CQAF/EQAVET). 

The Quality Management Handbook and the “Methodological document for QMS 

transfer ...” describe the different stages/processes of planning, documenting, implementing, 

monitoring and improving the Q-LAB Quality Management System. 


To other types of VET (e.g. initial VET, adult VET). 

31 | QVETIS – Training in Quality: VET and 

Enterprises PAGE 94

32 

QWVET 

Quality Workplace Training for Unemployed Young People 

32 

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


99 

n/a, for further information 

please contact the 

institution 

not in ADAM 



n/a 

VET, AE, etc. 

Stratford-upon-Avon College 

The Willows North, Alcester Road, Stratford-upon-Avon, 

CV37 9QR n/a 

UNITED KINGDOM 

www.stratford.ac.uk 

Charles Anderson 

E-Mail charlesanderson@stratford.ac.uk 

Tel/Fax +44 – 1789 – 266245 

UK 


FR, IT, TR, UK 


The project objectives were to improve the quality of workplace VET received by unemployed, unskilled and unqualified 

people and to ensure that the provision meets the changing needs of the industry. The outcomes were a summary of good 

practice in quality assurance within workplace vocational education and training, appropriate recruitment and selection 

processes and the engagement of employers in the learning process. The result will be improved retention, achievement, 

satisfaction and success rates amongst young learners. Partners researched the existing procedures and developed and 

implemented new or revised QA systems. Outcomes of the implementation were reviewed in terms of improvements to 

the learning experience and outcome. 


Models and tools Tools and instruments The Quality Improvement Manual provides guidance on strategies to any provider of 

vocational education and training that can be employed to embed continuous quality improvement 

in training provision. 


procedures 



A self-assessment method for assessment and review of the quality assurance processes 

together with data collection is designed to address the 10 ECQAF indicators. 

MAIN PRODUCT 

Manual 

Quality Improvment for Workplace Vocational Education and Training 

EQAVET quality cycle Cycle as a whole The Quality Improvement Manual provides the basis for the implementation of quality 

procedures in work-based vocational education and training (VET) programmes on the basis 

of the European Common Quality Assurance Framework (ECQAF). 

This product is not 

available anymore (not 

in ADAM; the project 

website also does not exist 

anymore). 

The final product, the Quality Improvement Manual, provides 

guidance in strategies to any provider of vocational 

education and training that can be employed to embed 

continual quality improvement in training provision. The 

manual provides the basis for the implementation of quality 

procedures in work-based vocational education and 

training (VET) programmes. 

The QA processes are based on the European Common 

Quality Assurance Framework (ECQAF) and a self-assessment 

method for assessment and review of the QA processes 

together with data collection designed to address 

10 indicators of quality in QA in VET recommended by the 

Technical Working Group on Quality Assurance in VET. 


Any provider of VET throughout Europe, work-based or institutional. The Quality Improvement Manual could be used as a 

training tool. It reflects good practice towards quality improvement. 

Target group: Work-based VET providers.

33 

RECALL 

Recognition of Quality in Lifelong Learning 

33 

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


101 

www.eaea.org/index. 

phpk=2140&projekti_ 

id=3389 



htmprj=6660 




n/a 

VET, AE, etc. 

Fraedslumidstod atvinnulifsins – The Education and 

Training Service Centre (ETSC) 

Ofanleiti 2, 103 Reykjavik 

ICELAND 

www.frae.is/forsida 

Ms. Fjóla María Lárusdóttir 

E-Mail fjola@frae.is 

Tel/Fax +354 – 599 – 1400 

+354 – 599 – 1401 

IS 


SI, IT, UK, DK, NO, PT, LT 



The RECALL project addressed the need for quality control and transparency in lifelong learning. By providing a commonly 

recognised quality mark, built on carefully tested quality indicators, the project aimed to improve training provision, especially 

among non-formal and informal learning providers. RECALL was based on a previous Leonardo pilot project ALL 

(www.all-accreditation.com) where a process and tools for quality improvement were developed. These products underwent 

further testing and development in the RECALL project. 

EQM Model 

This is a comprehensive brochure describing the EQM process 

and application procedure. The EQM process is a transparent 

assessment process where the learning provider 

gets the opportunity to review its quality processes using 

a set of indicators that are based on standards commonly 

agreed by the project partners. There is a wide range of 

quality frameworks such as ISO, IiP and EFQM, which cover 

a lot of important internal quality processes. EQM covers 

these as well as providing a focus for the quality assurance 

of non-formal learning providers and the learning process. 

RECALL developed a quality assurance system for lifelong learning providers and formulated the results as a set of applicable 

measures for providers seeking to improve the quality of their provision and promote themselves as accredited 

providers. The project also gathered information about quality-related VET initiatives in Europe in order to disseminate a 

commonly recognised quality mark for lifelong learning providers named “The European Quality Mark” (EQM). Guidelines 

were also developed for a commercially sustainable procedure for managing and awarding the quality mark and developing 

a cross-sectoral network of accredited training providers: 


Target group: Non-formal providers of learning in Europe 


The EQM website 

The main driver of information about the RECALL project is a comprehensive source of information about the outcomes 

of the project (www.europeanqualitymark.org). 

The Quality Management Handbook serves as a user’s 

guide of the Quality Laboratory (Q-LAB, a platform for the 

implementation and monitoring of the quality management), 

which was modified according to the specifications 

of the QMS to implement under ISO 9001:2008 standard. 

As a manual it deals with the resources and processes for 

the implementation, monitoring and improvement of the 

quality system. It comprises the quality standards necessary 

for certification purposes and helps for the appropriate 

management of the Q-LAB. 

EQM guidelines for 

Training Providers 

This brochure provides guidelines for learning providers 

interested in applying for the EQM quality assurance mark. 

The EQM is a quality assurance mark for all providers of 

non-formal learning throughout Europe. It is a system for 

quality assuring non-formal learning providers and their 

activities, services and work. EQM measures how effectively 

the organisation understands what systems and activities 

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

are required to provide and support quality of learning in 

relation to the European standards for quality assurance of 

learning. It is designed to help providers meet the emerging 

European and national requirements for quality. It can 

also be used to support quality development and quality 

assurance in any other kind of learning provider. 

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



benchmarks 

The EQM has been designed to give providers of non-formal learning an opportunity to 

develop, measure and prove the quality of their practice by using a set of criteria and indicators 

that are based on commonly agreed standards.

33 

RECALL – Recognition of Quality in Lifelong Learning 

Titel 00 

102 


The EQM Guidelines for Training Providers take them through the EQM process and the 

process of self-assessment and provide guidance on how to use the EQM, how to apply for 

the EQM and how to do self-assessment, i.e. fill in the EQM Assessment Form. 

103 


procedures 



The self-assessment process described in the EQM Guidelines for Training Providers is the 

backbone of the quality improvement strategy in the EQM. Learning providers do an annual 

self-assessment against the EQM Model to review quality processes and practice by 

using the EQM Assessment Form. 

External-assessment/ 

external-evaluation 

EQM assessors support and enhance the quality assurance practice of learning providers 

by objectively assessing the providers’ response using the EQM criteria and by providing 

feedback to the provider, which supports quality improvement. 




The European Quality Mark (EQM) system is a quality assurance mark for non-formal 

learning providers throughout Europe. 

The European Quality Mark (EQM) is a transparent (self- and external) assessment process 

where the learning provider gets the opportunity to review their own processes by using a 

set of indicators included in the EQM Model. 


Iceland 

Review 

The assessors’ reports feed into the organisational action planning cycle which contributes 

to the quality improvement process of the learning providers. The assessors give guidance 

on improvement and also agree on an action plan with the providers. 


To be tested further and disseminated in other European countries. Creating a partnership for the development of a 

European-wide system. Can be used in/transferred to other educational sectors, i.e. schools, HE, in-company training, etc. 

18 | GEMS – Guidance for Educators, Mentors and 

Students PAGE 54 

33 | RECALL – Recognition of Quality in Lifelong 

Learning PAGE 100

34 

Reflect OR 

Reflective Practices for Professional Guidance Pratictioners 

34 

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


105 

http://reflect.tagliacarne.it 



htmprj=4488 

(ADAM address of the 2008 TOI 

project which intends to transfer 

“reflect” results) 



n/a 

VET, AE, etc. 

I.R.S.E.A. 

via Paride Salvago, 18/2, 16136 Genova 

ITALY 

Massimo Tomassini 

E-Mail m.tomassini@learningvision.net 

Tel/Fax +34 – 72421822 

IT 


IT, UK, BG 


The project aimed at increasing the capabilities of teachers and trainers in vocational education and training (VET) implementing 

“reflective practices” in their activities. Its results should serve both VET practitioners and different kinds of trainers 

of trainers, either inside or outside academic systems. 

The project was carried out in three phases: 

1. systematisation of knowledge of the reflective tools in education training, particularly concerning 

the valorisation of the unexpected training effects; 

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

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

of new reflective methodologies. 


Reflective journeys 

A Fieldbook facilitating Lifelong Learning in Vocational Education and Training 

The publication aims at stimulating and supporting the 

development of reflection and reflective culture in VET. 

The book opens up perspectives in practical ways of facilitation 

reflections in a vocational setting. Stories, dialogues, 

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

anecdotes and metaphors open up the world of reflective 

practice while concise conceptual frameworks and underlying 

theories are integrated to make sense of these reflective 

experiences. 


A State of the Art 

Review 

Reflective practice and vocational education and training 

The report creates a good theoretical orientation of the project. The main contents are concepts and approaches of reflective 

practices in VET. 



benchmarks 

The REFLECT Conceptual Framework, which is a basic four-pole model with 4 common 

elements forming the core of reflection, is conceived to inter-connect reflection, professional 

autonomy and lifelong learning (LLL). It describes the cyclical movement (process) 

of reflection as a means of investigating vocational experiences for promoting changes in 

thinking, actions and feelings. 


REFLECT Conceptual 

Framework 

Target group: VET practitioners such as teachers and other facilitators 

The document explains a conceptual approach and definitions, 

instruments and outcomes of the project. The report 

also includes a strategy, a scenario and a system of reflective 

practice in VET. The approaches, which are based on 

reflection, are relational, critical (critical incident) and narrative. 


The State of the Art Review describes the concept of reflective practice. Based on the 

Fieldbook, it is considered as an evaluation tool which involves thinking about and critically 

analysing one’s actions with the goal of improving one’s professional practice. It makes 

possible the (re-)evaluation of experience by including the emotional dimension – “soft” 

elements such as cognition, feeling, watching, thinking – of quality assurance which is not 

so easy to grasp and “measure”. 

Target group: VET practitioners such as teachers and other facilitators

34 

Reflect OR – Reflective Practices for Professional Guidance Pratictioners 

Titel 00 

106 


The European Quality Mark (EQM) is a transparent (self- and external) assessment process 

where the learning provider gets the opportunity to review their own processes by using a 

set of indicators included in the EQM Model. 

107 

Review 

The assessors’ reports feed into the organisational action planning cycle which contributes 

to the quality improvement process of the learning providers. The assessors give guidance 

on improvement and also agree on an action plan with the providers. 



To be tested further and disseminated to other European countries. Creating a partnership for the development of a 

European-wide system. Can be used in/transferred to other educational sectors, i.e. schools, HE, in-company training, etc. 


Turkey 

To be tested further and disseminated to other European countries. Creating a partnership for the development of a 

European-wide system. Can be used in/transferred to other educational sectors, i.e. schools, HE, in-company training, etc. A 

new project in 2008 is linked with “Reflect – Reflective Practices for Practitioners” in lifelong vocational guidance contexts 

(please refer to page 104). 

02 | AVE-EXEMPLO – Assessment, Visibility and 

Exploitation of Non-/Informally Acquired 

Competencies of EXperienced EMPLOyees 

in Enterprises PAGE 12

35 

RESYFAC 

Reference System for Facilitators of Learning 

35 

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


109 

www.cecoa.pt/en- 

US/38/2/41/Projecto.aspx 



htmprj=3801 



n/a 

VET, AE, etc. 

CECOA – Vocational Training Centre for the Trade 

Rua da Sociedade Farmacêutica, 3, 1169–074 Lisbon 

PORTUGAL 

www.cecoa.pt (available only in Portuguese) 

Filipa Kirkby 

E-Mail filipa.kirkby@cecoa.pt 

Tel/Fax +351 – 21 – 3112400 

PT 


DK, DE, LV, PT, UK, SK, NL, IT, MT 


The overall aim of the RESYFAC project was to contribute to the recognition/transparency of qualifications of facilitators of 

learning in the European space. Consequently it contributes to a sounder and more effective mobility of these professionals 

in the EU through the setting up of a reference system which could be the basis of a future ECVET System for Facilitators 

of Learning. RESYFAC focused on the investigation of the facilitator profile (knowledge, skills and competences) in each 

national context in order to set up a reference system. 


Self-reflection tool 

The self-reflection tool states the kind of activities/tasks an individual must help with and related skills he/she must have 

in a facilitation process. It can help professionals to be more aware of their role in order to be effective as a learning facilitator. 

Reviewing is directed to e.g. tasks of a facilitator of learning and knowledge, skills and competences of a facilitator 

of learning. The self-reflection tool contains questions stimulating self-reflection and supports the facilitators to improve 

their knowledge, skills, and competence basis as well as their performance of facilitating learning processes continuously. 

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

national context. 

Target group: Internal and external trainers considered as facilitators of learning. 



Frameworks and Profiles 

throughout Europe 

Profiles of facilitators of learning have been analysed regarding the progress they made in the area of evaluating and defining 

competences. This has been done on two levels: 

1. the “job profile” (concrete activities which his/her field of work is “currently” devoted to and those which it “should” be 

devoted to) and 

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

activities and tasks). 

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

Models and tools Standards The Report “Frameworks and Profiles Throughout Europe” defines the common tendencies 

and specificities of the profile of a facilitator of learning on two levels: 1 “job profile” 

– concrete activities (preparing learning processes, facilitating learning processes and 

evaluating learning processes), and 2 knowledge, skills and competence (qualification/KSC) 

profile and personal profile that are required for fulfilling these activities and tasks. 

The “Facilitators of Learning. European Dossier of Commonalities” defines the occupational 

profile of a facilitator of learning with the description of the task profile and the 

definition of the knowledge, skills and competences profile and also sets up a European 

Reference System for the qualification of facilitators of learning. 


Facilitators of Learning. 

European Dossier of 

Commonalities. 

The report is based on an extensive research in 28 European 

countries. The main purpose was to make the professional 

work of facilitators of learning more transparent. 

The report describes internal (i.e. supervisors, leaders, job 

training responsibles) and external (consultants, trainers, 

employed) facilitators. The product is based on the countries’ 

situation in relation to the adoption of explicit lifelong 

learning strategies, qualification frameworks and the 

validation of non-formal/informal learning. The report also 

classifies the need of new profiles of training practitioners. 


The Self-reflection tool/checklist provides criteria which should be met by a facilitator of 

learning: this tool aims at stimulating the facilitators to improve their knowledge, skills, 

and competences basis as well as their performance of facilitating learning processes continuously. 

It may also serve as a self-reflection checklist before embarking on a facilitating 

of learning process. 

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

35 

RESYFAC – Reference System for Facilitators of Learning 

Titel 00 

110 


procedures 



The Self-reflection tool aims at stimulating the facilitators to continuously assess and improve 

their knowledge, skills and competences as well as their performance. 

111 

Support Good practice The “Facilitators of Learning. European Dossier of Commonalities” contains cases showing 

different aspects of work conducted by (external and internal) facilitators of learning. 


In the “Facilitators of Learning. European Dossier of Commonalities” the occupational 

profile and also a European Reference System for the qualification of facilitators of learning 

were defined. 

Evaluation 

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

learning. 


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

including universities. 


Portugal 


Peer Review (please refer to page 66) 

35 | RESYFAC – Reference System for Facilitators 

of Learning PAGE 108

36 

REVIMP 

From Review to Improvement in 

European Vocational Education and Training 

36 

Project Type and Number: NL/05/B/F/PP/157527 


113 

n.b. project website is 

not available; project 

coordinator was contacted 

to upload products/results 

into ADAM database 









VET, AE, etc. 

Universiteit Twente, Faculteit Gedragswetenschappen, 

Afd Onderwijsorganisatie En-Management 

Drienerlolaan 5, 7522NB Enschede 

NETHERLANDS 

www.utwente.nl/alumni/faculteiten/gw 

A. J. Visscher 

E-Mail a.j.visscher@utwente.nl 

Tel/Fax +31 – 53 – 4893609 

NL 


UK, DE, NL, DK, IT, ET 



Not the collection of quality assurance data but their utilisation proves to be a serious problem. Therefore, VET providers in 

the healthcare sector have been studied in six European countries to find out which factors promote or hinder the utilisation 

of quality assurance data. Based on the finidings guidelines have been formulated to promote the utilisation of quality 

assurance data. 


benchmarks 

The Book “Improving Quality Assurance in European Vocational Education and Training” 

presents the theoretical framework that was used for investigating which factors 

enable or constrain a successful review phase in quality assurance activities. Moreover, it 

includes the research results and the guidelines for a successful review phase that were developed 

on the basis of the research results. 


Book 

“Improving Quality Assurance in European Vocational Education and Training” 


Guidelines for a successful review were developed which are included in the Book “Improving 

Quality Assurance in European Vocational Education and Training”. 

Broad-based, thought-provoking discussion with a focus on the review/improvement stage in the quality cycle. Extensive 

research was undertaken throughout Europe. 

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

Support Good practice The Book “Improving Quality Assurance in European Vocational Education and Training” 

contains case studies of 6 European countries describing the factors influencing the 

use of the quality assurance data in VET for the health care sector . 

EQAVET quality cycle Review The project products (Book and Guidelines) focus on the review phase of the quality cycle 

and describe an approach for gaining insight into the critical success factors under which 

quality assurance leads to a successful review. 


Guidelines 

Quality assurance of vocational education and training in EU countries 

The brochure contains guidelines for the quality assurance 

of vocational education and training (VET) in Europe. 

Based on research of quality assurance within case study 

institutions providing healthcare VET in six EU countries: 

Denmark, Estonia, Germany, United Kingdom (England), 

Italy and the Netherlands. 


Though researched around VET in health care, this project should prove a worthwhile resource for all providers of VET in the 

EU. It could also prove informative across all other levels of education and training. 

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


Peer Review

37 

SEALLL 

Self Evaluation in Adult Life Long Learning 

37 

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


115 

n/a, for further information 

please contact the 

institution 

not in ADAM 



n/a 

VET, AE, etc. 

Alden Biesen 

Kasteelstraat 6, 3740 Bilzen 

BELGIUM 

www.Alden-Biesen.be 

Guy TILKIN 

E-Mail guy.tilkin@alden-biesen.be 

Tel/Fax +32 – 89 – 519352 

BE 


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


The SEALLL project aimed to improve the quality of content, delivery, management and organisation of adult learning 

through the introduction and promotion of self-evaluation in formal, non-formal and informal adult education. 


Models and tools Tools and instruments The SEALLL Manual is a practical guide for teachers/trainers, staff and facilitators of selfevaluation 

with guidelines, methods and also an overview of possible evaluation instruments 

that can be used in self-evaluation processes in adult learning. 

MAIN PRODUCT 

SEALLL Manual 

A series of self-evaluation tools and guidelines 


procedures 



The SEALLL Manual offers a conceptual framework and approach for planning and managing 

self-evaluation processes in adult education organisations, to introduce and set up their 

own self-evaluation, create their own instruments. 

A manual with three parts is targeted towards learners, 

teachers, developers and management. 

Part 1 offers a conceptual framework and guidelines for 

planning and managing self-evaluation processes in adult 

education organisations. 

Part 2 is a practical guide for facilitators of self-evaluation. 

Part 3 provides an overview of possible evaluation instruments 

that can be used in self-evaluation processes. 

EQAVET quality cycle Cycle as a whole The SEALLL Manual focuses on self-evaluation processes and tools. 


The tools can be transferred to all kinds of educational organisations.

38 

TQP-EU 

Transnational Quality Project – Quality Guidelines for Providers 

of Vocational Education and Training 

38 



117 

www.leonardo-tqp.eu 



htmprj=2711 



education 

VET, AE, etc. 

RKW Berlin GmbH 

Breite Str. 29, 10178 Berlin 

GERMANY 

www.rkw-bb.de 

Dr. Thomas Rau 

E-Mail thomas.rau@rkw-bb.de 

Tel/Fax +49 – 30 – 20308-4302 

+49 – 30 – 20308-4304 

DE 


DE, SE, PL, IT, ES 


A first-rate navigation system is needed for initial and further vocational education and training (VET) to control the content, 

methods and organisation of VET services and to allow VET service providers to monitor and manage their own activities 

reliably. To assure European quality the labour and education market also needs cross-border practice standards for 

quality development of VET service providers in correlation with the Common Quality Assurance Framework. 


Quality Manual 

The quality handbook of the German-Polish Youth factory 

is published on the website as an example. It is, however, 

not made explicit to which extent the quality guidelines 

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

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

PL only. 


Quality Guidelines 

The QUALITY GUIDELINES expand the quality management 

system QM STAGE MODEL issued by DIN as PAS 

1037:2004 for organisations providing initial and continuing 

VET to include approaches and requirements for a 

quality-based design of transnational education processes, 

including structures/potential and results (education offers/services). 

This will promote transparency for national 

and international users. 

The Quality Guidelines are available in six languages (DE, 

EN, PL, IT, ES, Catalan). 


Competence Centre 

The competence centre is a working and communication 

platform which provides ICT applications for competence 


assessment and management with regard to transnational 

quality. 





Application Guidelines und implementation aids of the QUALITY GUIDELINES 


benchmarks 

The Quality Guidelines define requirements for a transnational quality management system 

for VET organisations by expanding the QM STAGE MODEL which serves as a reference 

model for quality management systems in organisations active in market-oriented initial 

and continuing VET . 

The compendium perceives itself as an aid when using the 

QUALITY GUIDELINES to design the goods and services for 

an international market. It offers tips and explanations for 

the implementation of the requirements of the QUALITY 

GUIDELINES and furthermore makes user-friendly methods 


and tried and tested instruments for the introduction and 

improvement of quality management systems in the area 

of education available. The compendium is available in DE, 

EN, PL; chapter 1-3 and 6 are also available in IT, ES, Catalan. 

Standards 


The Quality Guidelines define minimum standards for content and determine methods of 

quality inspection (external audit and self-test). 

The Quality Manual for the Polish-German Youth factory contains the documentation 

of the quality management system including the process descriptions, procedures and QM 

tools and instruments. 

In the Competence Centre various quality management tools were made available including 

a competence assessment & management tool.

38 

TQP-EU – Transnational Quality Project – 

Quality Guidelines for Providers of Vocational Education and Training 

Titel 00 

118 


procedures 



The requirements of the QM STAGE MODEL can be applied for certification of educational 

service providers (against PAS 1037:2004 issued by DIN). 

119 

EQAVET quality cycle Cycle as a whole The cross-border practice standards for quality development of VET service providers included 

in the QUALITY GUIDELINES were developed in 2008 in correlation with the Common 

Quality Assurance Framework (CQAF). During the revision of the QUALITY GUIDE- 

LINES in 2009 the quality criteria, i.e. indicative descriptors and reference indicators for 

the level of quality at the educational provider level, as suggested by the Recommendation 

establishing the EQAVET were also incorporated. 


The products may be suitable not only for VET providers but also for general education institutions, especially adult education 

and informal learning providers – provided that they have already established a quality management system. 

3 projects from the 

Netherlands 

05 | DASVENT – Development of an Accreditation 

System for Veterinary Nurse Trainers in Europe PAGE 20 

15 | European Fundraising Accreditation 

and Training PAGE 46 

36 | REVIMP – From Review to Improvement in 

European Vocational Education and Training PAGE 112

39 

Validating Mentoring 2 

39 

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


121 

www.enevaproject. 

eu/component/ 

option,com_comprofiler/ 

task,userProfile/user,90/ 

lang,aut/ 



htmprj=3010 

system level, provider level 

other service activities, 

hotels and restaurants, 

other business activities, 

public administration 

VET, AE, etc. 

Marie Curie Association 

Trakia 331, vh. A, et.2, ap. 5, 4023 Plovdiv 

BULGARIA 

www.marie-curie-bg.org 

Maria Goranova-Valkova 

E-Mail goranova@marie-curie-bg.org 

Tel/Fax +359 – 32 – 622128 

BG 


UK, BE, TR 


The project responded to the needs of disabled people and other disadvantaged in the job market by developing systems 

for the recognition of their non-formal and informal learning. 

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

programmes. 


Guide for Mentors 

(Worcester University 

version) 

After presenting the objectives, target groups and target 

sectors of the project in the introduction a definition of 

mentoring is given, followed by the chapters about What 

are employability skills, Roles and responsibilities of the 

mentor, Matching mentees and mentors, Fostering a successful 

relationship, Setting the agenda with your mentee, 

Benefits for mentees and mentors, Action planning, Record-keeping 

and Monitoring the mentoring process. 

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


(Revised/Enhanced) 

Code of Practice (CoP) 

for Mentoring 

The Enhanced Code of Practice (CoP) for Mentoring is a 

quality assurance framework for mentoring providing a full 

self-assessment process and a toolkit of systems to enable 

the use of external verification as a part of a blended-assessment 

model of mentoring programmes. 


Guide for Mentees 

(Worcester University 

version) 

In the introduction the project objectives, the target groups 

and target sectors are presented. In the main part of the 

guide the definition of mentoring is given, followed by the 

chapters about the Roles and responsibilities of the mentee, 

Matching mentees and mentors, Fostering a successful relationship, 

Setting the agenda, Benefits for mentees and 

mentors, Action planning, Record keeping and Monitoring 

the mentoring process. 


Target group: Mentees and mentors, action planning, record keeping and monitoring the mentoring process. 

(General) Guide for 

Mentoring Promoters 

(Edinburgh Chamber of 

Commerce version) 

The guide consists of information about the project itself, 

its partners, goals and aims as well as target groups and 

end users. Then it reveals the essence of mentoring, its history, 

characteristics, the mentor’s roles and skills, benefits 

for the mentor and how to facilitate the process as a whole, 

etc. Then follows a section with information on recruitment, 

matching and induction/training of the mentors and 

the mentees, managing, monitoring and evaluation of the 

mentoring process. 

Target group: People with disabilities, young people at risk of unemployment, involvement in crime or social exclusion and 

older people disadvantaged in the job market or in danger of social exclusion, enterprises, training organisations, public 

bodies, social organisations, human resources departments, training providers, experts in the field of lifelong learning. 



The Enhanced Code of Practice (CoP) for Mentoring was developed as a quality assurance 

framework for this type of non-formal learning, in the form of a procedure for implementing 

a comprehensive, guided self-assessment exercise. 


The Enhanced Code of Practice (CoP) for Mentoring contains a self-assessment tool with 

a series of questions for self-reflection and also a toolkit for external verification with a series 

of 6 short checklists. 

In the annexes to the 3 guides – “Guide for Mentoring Promoters”, “Guide for Mentors” and 

“Guide for Mentees” – forms related to mentoring work are presented.

39 

Validating Mentoring 2 

Titel 00 

122 


procedures 



The Enhanced Code of Practice (CoP) for Mentoring outlines the process of self-assessment 

as the core methodology for quality assurance in the project – alongside a series of 

questions for self-reflection. The self-assessment system was made available online. 

123 



In the Enhanced Code of Practice (CoP) for Mentoring users are introduced briefly to key 

considerations for external verification and the tools presented assist them in deciding 

upon the purpose and focus of any future external intervention. 

Support Good practice The Enhanced Code of Practice (CoP) for Mentoring presents the perceived good practices 

in mentoring and also case studies of the participating countries. 

EQAVET quality cycle Implementation 

Evaluation 

The 3 guides – “Guide for Mentoring Promoters”, “Guide for Mentors” and “Guide for Mentees” 

– can be used to implement mentoring schemes/processes. 

The 3 guides – “Guide for Mentoring Promoters”, “Guide for Mentors” and “Guide for Mentees” 

– can be used to monitor and evaluate mentoring schemes/processes. 


Denmark 

Review 

One of the outcomes produced by the self-assessment package (included in the Enhanced 

Code of Practice (CoP) for Mentoring) is an action plan for the improvement of the mentoring 

programme elaborated on the basis of a thorough and structured review of all major 

aspects of the programme as well as its strengths and weaknesses. 


To other sectors and to other educational sectors where mentoring is relevant. Teacher training. 


Validation of mentoring: www.mentoring-validation.org 

EODPE: http://www.enevaproject.eu/component/option,com_comprofiler/task,userProfile/user,75/lang,en/ 

03 | BAEA – Becoming Adult Educators in the 

European Area PAGE 16


Finland 

Editor: 

OeAD-GmbH National Agency for Lifelong Learning 

Ebendorferstraße 7, 1010 Vienna 

T: +43 / 1 / 534 08-0 

F: +43 / 1 / 534 08-699 

E: lebenslanges-lernen@oead.at 

www.lebenslanges-lernen.at 

Graphic design, layout and typesetting: 

Alexandra Reidinger, www.elysa.at 

28 | Quality Management of Peer Production 

of eLearning PAGE 84 

This project has been funded with the support from the European Commission. This publication reflects the views only of the 

author, and the Commission cannot be held responsible for any use which may be made of the information contained herein. 

Printing: 

Paul Gerin GmbH & Co KG, 2120 Wolkersdorf 

Vienna, September 2012

www.qalll.eu

Project Compendium - QALLL

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