www.ecvet-team.eu

ECVET development
Below is an example of how the CO.L.O.R project defined learning outcomes in the unit ‘Construction Work: Masonry’.
Example of a unit of learning outcomes
Reference qualification: ‘Construction Operator’
EQF level: 3
Reference labour process: Construction Work: Masonry Work
Learning Outcomes
Competence
Implement masonry work for
development of constructions based
on indications and specific project
details and respect of standard
sector safety requirements.
Similar to the Construction sector, a
working group has also been established
in the Health Care sector. Here,
the definition of units of learning outcomes
and the assessment procedure
developed build on the inputs from two
sources:
• The State-Regions Agreement 2001
for the qualification of Healthcare Operator
(as the general reference); and
• The regional qualifications related to
that national regulation.
In the Health Care sector, the National
Regulation – established in 2001 – is
less compatible with ECVET than the
one concerning the Construction Sector
from 2011. However, the working group
took this as an opportunity to reflect on
the changes of the last decade and the
gradual progress towards the learning
outcomes approach.
30 ECVET magazine n°12 / December 2012
Skills
• Identify elements in the
technical plans;
• Apply marking techniques;
• Apply mortar preparation
techniques;
• Apply masonry work techniques;
• Apply techniques for creation
of support structures;
• Apply techniques for the demolition
and removal of waste material;
• Apply (flat and inclined) roofing
work techniques.
The assessment of these learning
outcomes will be carried out in several
steps. To assess competence and
skills, a direct observation during the
practice will take place; the assessors
will use observation and assessment
grids. To assess knowledge, an ITbased
multiple-choice-test will be carried
out. Mandatory assessment terms
have been formulated - the assessment
should take place under working conditions;
or conditions similar to the work
context; either at the work place or in a
training centre.
CO.L.O.R assumes that an assessment
approach which is consequently linked
to learning outcomes can support the
recognition of such units in a range of
contexts (formal, non-formal, informal).
This is particularly significant since it can
support workers in acquiring a qualifi-
Knowledge
• Characteristics of inert
and binding materials;
• Safety regulations for work
site injury prevention;
• Knowledge of marking techniques;
• Cement preparation process;
• Masonry techniques;
• Propping techniques;
• Types of brickwork;
• Types and construction
techniques for masonry facings.
cation in a non-traditional (non-formal)
manner through a series of rigorous assessment
procedures. Hence, ‘ECVET
Units’ could support a significant part of
the NFIL recognition process and can
surely promote the validation of LOs
against predefined standards.
However, the assessment of units is not
sufficient for the entire process of identifying
prior learning and collecting evidence
for it. Therefore, CO.L.O.R finds
it important to create synergy between
ECVET and other (national) tools. For
instance, the Italian tool ‘Portfolio of personal
achievement’ (Libretto formativo
del cittadino) is based on the latest national
regulation concerning a standard
process for recognition of competences
acquired in different learning contexts;
and is seen as fully complementary with
the CO.L.O.R objectives.