This guidance will serve as a toolkit for identifying common methods across Europe to simplify the evidencing process of Learning Outcomes (LOs). Many organisations already have existing processes and documents to be applied to transnational mobility projects, such as Learning Agreements, student’s diary, etc. Through this guidance, cooperation among partner organizations in transnational mobility should be eased, and the practical experiences of each organization should become a relevant starting point for enabling competences to be comparable across the European Union.
ECVET is a term that was introduced in the EU on 18 June 2009 and its use or on its application to transnational mobility projects has been easily misinterpreted. It might occur that some colleges and training providers already use ECVET instruments, but they are not aware of that. Thus, there is a need for establishing a “common language” which can be spoken by every training organization, school, college, etc., and that will help identify ECVET methods. In this guidance, you will find some useful information on ECVET and on the processes for the validation and recognition of the LOs acquired by learners during transnational mobility.
Ce guide servira de boîte à outils pour identifier les méthodes qui, un peu partout en Europe, simplifient la validation des Acquis d'Apprentissage (Learning Outcomes en anglais). De nombreux organismes utilisent déjà des procédures et documents spécifiques aux projets de mobilité européenne : contrats pédagogiques, journaux de stage, etc. Ce guide facilitera la coopération entre les acteurs de la mobilité, dont les expériences constituent une base de connaissance pertinente pour faciliter les comparaisons de compétences au sein de l'Union européenne.
Depuis son introduction par l’UE le 18 juin 2009, le terme ECVET a souvent été mal interprété ou appliqué dans le cadre des projets de mobilité. Certains établissements scolaires et centres de formation utilisent peut-être déjà des outils ECVET sans le savoir. D’où la nécessité d'établir un langage commun pour tous ces acteurs, afin de mieux identifier les méthodes ECVET. Dans ce guide, vous trouverez des informations utiles sur ECVET et sur les procédures de validation et de reconnaissance des Acquis d’Apprentissage obtenus par les élèves durant leurs mobilités à l’étranger.
Le but du projet SEPLO étant de faciliter l'adoption des procédures et des outils ECVET, notre objectif principal est de fournir un aperçu «simplifié» du lien entre ces activités ainsi que des lieux et périodes où elles se réalisent.
Questa guida servirà ad identificare i metodi comuni in tutta Europa per semplificare il processo di evidenza dei risultati dell'apprendimento (LO). Molte organizzazioni hanno già in essere dei processi e documenti da applicare a progetti di mobilità transnazionale, come Learning Agreement, diari degli studenti, ecc. Attraverso questa guida, la cooperazione tra organizzazioni partner nella mobilità transnazionale sarà facilitata e le esperienze pratiche di ogni organizzazione diverranno un punto di partenza importante per consentire alle competenze di essere comparabili in tutta l'Unione europea.
ECVET è un termine introdotto nell'UE il 18 giugno 2009 e il suo utilizzo e applicazione ai progetti di mobilità transnazionale è stato facilmente frainteso. Potrebbe accadere che alcune scuole e istituti di formazione utilizzino già strumenti ECVET, ma non ne sono a conoscenza. Pertanto, vi è la necessità di stabilire un "linguaggio comune" che possa essere pronunciato da ogni organizzazione di formazione, scuola, università, ecc. E ciò aiuterà a identificare i metodi ECVET. In questa guida, troverete alcune informazioni utili su ECVET e sui processi per la convalida e il riconoscimento dei LO acquisiti dagli studenti durante la mobilità transnazionale.
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Denne vejledning vil fungere som et værktøj til identifikation af fælles metoder i hele Europa for at forenkle processen for læringsudbytter (LO'er). Mange organisationer har allerede eksisterende processer og dokumenter, der skal anvendes på tværnationale mobilitetsprojekter, som f.eks. Learning Agreements, elevens dagbog mv. Gennem brug af denne vejledning bør samarbejde mellem partnerorganisationer inden for tværnational mobilitet lettes, og de praktiske erfaringer fra hver organisation skal blive et relevant udgangspunkt for at gøre kompetencerne sammenlignelige i hele EU.
ECVET er et udtryk, der blev introduceret i EU den 18. juni 2009, og dets brug eller ved dens anvendelse på tværnationale mobilitetsprojekter er blevet misfortolket. Det forekommer også, at nogle erhvervsskoler og uddannelsesudbydere allerede bruger ECVET-værktøjerne, men de er ikke klar over det. Således er der et behov for at etablere et "fælles sprog", som kan blive brugt af enhver uddannelsesinstitution, og som vil hjælpe med at identificere ECVET-metoder. I denne vejledning vil du finde nogle nyttige oplysninger om ECVET og om processerne til validering og anerkendelse af LO'er erhvervet af elever under tværnational mobilitet.
Da SEPLO-projektet har til formål at forenkle vedtagelsen af ECVET-procedurer og -værktøjer, er vores hovedformål at give et "forenklet" overblik over, hvordan disse aktiviteter vedrører hinanden og hvor og hvornår de finder sted.
- MONITORING, ASSESSEMENT OR EVALUATION?
- INFORMATION FLOWS
- CASE STUDY
- DOCUMENTS AND TEMPLATES
As the purpose of the SEPLO project is to simplify the adoption of ECVET procedures and tools, our main aim is to provide a “simplified” overview of how these activities relate to each other and where and when they take place.
Navigate the picture to discover the difference between monitoring, assessment and evaluation!
Monitoring can be defined as the systematic analysis (regular or irregular) of information to review progress or quality over a period of time. Within the framework of an ECVET mobility project, monitoring is implemented with the objective of verifying the progress of certain activities or to ensure the achievement of Learning Outcomes.
Assessment is the process of objectively understanding the state or condition of a thing, by observation and measurement. Assessment of work-based learning means taking a measure of its effectiveness.
“Formative” assessment is the frequent assessment of student progress with the purpose of using the feedback to modify teaching strategies to meet individual learning needs. It is sometimes referred to as ‘assessment for learning’.
“Summative” assessment is the process of observing and measuring a thing for the purpose of judging it and of determining its “value”, either by comparison to similar things, or to a standard such as a Learning Outcome criteria
Evaluation of a traineeship abroad means passing judgment on it as part of an administrative process.
Therefore, the assessment of learning outcomes is a continuous process along the mobility that includes evaluation activities!
There are many different ways to evidence the LOs acquired by students during their stay abroad. The mobility coordinator of the sending organisation can stay in contact with the students through e-mails, Skype, WhatsApp, phone or face to face meetings. The same channels can also be used to stay in touch with the company tutor. There is also the possibility to use interim questionnaires addressed to all parties involved in order to evaluate the achievements of the student under a formative or a summative point of view. This infographic sums up all the most common flows of information that occurs among the three main actors of a mobility project: the student, the tutor/teacher from the sending side and the tutor/supervisor from the hosting side.
Navigate the picture to follow the information flows in evidencing LOs!
The first step to ensure the success of the mobility is to reach an agreement between the sending and the hosting organization on the LOs that the student is expected to achieve during his/her working or studying experience abroad, including details on the assessment, recognition and validation procedures and tools.
At this stage, it is very important that the sending oganisation informs the student about the content and the final objective of the mobility experience.
Depending on the level of cooperation already established between the sending and the hosting organizations, different preparatory activities may be implemented to verify all the necessary conditions for a sucessful mobility, such as:
- A site visit abroad to check the working conditions
- An online meeting between the student and the host
The hosting organisation should plan an induction session to welcome the student at the company, introducing him or her to the other members of the staff, providing information about the legal framework for workplace training, confidentiality rules, etc.
Especially during the first period of the mobility, it is crucial to maintain a continous communication flow between the student and the sending organisation, so to rapidaly intervene and solve issues that might affect the achivement of the desired LOs.
Monitoring is the most important activity in terms of communication during the stay abroad. All the actors involved are interested and actively contribute to the ongoing monitoring of the mobility.
Monitoring activities can take place by direct communication or site visits from a representative of the sending organisation, or may be planned taking advantage of remote communication systems, such as online evaluation questionnaires, periodical logbooks or even more engaging tasks for the students like photographic and video contests where they highlight the most relevant aspects of their learning experience abroad.
When it comes to the summative evaluation of the LOs acquired by the student, it is fundamental that everyone involved respect the agreed role and procedure, ensuring the consistency of information at all stage of the process.
Once the mobility experience is finished and the student has returned, the hosting organisation must provide to the sending organisation all the necessary information and documents to proceed with the recognition and validation of LOs.
For the same reason, it might be necessary to implement additional assessment and/or other evaluation activities. The sending organisation should make clear to the student how the LOs will be validated at the end of the recognition process. It is also recommended to use all collected evidences and use them to promote the value of transnational mobilities to other students.
In this section of the SEPLO guidance to recognition and validation of learning outcomes, we present the main features of different methodologies of collecting evidences. To do so, we will follow and analyse a real case of summative evaluation in the catering field where Marc, a German VET student who is achieving a qualification in cooking at EQF level 4, is approaching the end of his Erasmus+ mobility in the Netherlands, which lasted one month and represents the conclusion of his first year of studies.
|This is one of the main outputs produced by the partners of the SEPLO project. Here you can find detailed information about the research conducted in SEPLO partner Countries about different methodologies used by VET organizations for collecting evidences of learning outcomes acquired by students during their placement in a different European Country.||6 downloads|
This document is supposed to be an operative tool for all those practitioners who are involved in the management and/or implementation of a transnational mobility of VET students.