Austria
ECVET
Let´s go Europe! Guidelines for the application of ECVET
in the course of mobility periods in VET
Let’s Go Europe!
Imprint
Owner and publisher:
Federal Ministry for Education, Arts and Culture
Minoritenplatz 5
1014 Vienna
http://www.bmukk.gv.at
Project responsibility:
Reinhard Nöbauer
Federal Ministry for Education, Arts and Culture
Department “International and multilateral affairs”
Katrin Willenshofer
Federal Ministry for Education, Arts and Culture
Department “Strategy and quality development in VET”
Editors:
Karin Luomi-Messerer
3s research laboratory
Wiedner Hauptstraße 18, 1040 Vienna
http://www.3s.co.at
Sabine Tritscher-Archan
ibw – Institute for Research on Qualifications and Training of the Austrian Economy
Rainergasse 38, 1050 Vienna
http://www.ibw.at
Layout:
Crevo Marketing & Media KG
Vienna, March 2012
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Contents
These guidelines
I. ECVET in brief
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Pillar 1: Units of learning outcomes
Pillar 2: ECVET points
Pillar 3: Transfer process
II. ECVET in practice - steps towards implementation
Step 1: Building a partnership
Step 2: Comparison of learning outcomes
Step 3: Agreements related to the transfer process
Step 4: Preparation of the mobility stay
Step 5: Acquisition of knowledge, skills and competence during mobility stay
Step 6: Assessment of knowledge, skills and competence during the mobility stay
Step 7: Documentation of acquired knowledge, skills and competence
Step 8: Conclusion of the transfer process
Step 9: Evaluation of the mobility and transfer process
Step 10: Follow-up
III. Materials 5
1. Example: VQTS model
2. Format templates
3. Further links
4. Additional information
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These guidelines
ECVET as an instrument to increase transparency and improve the planning of mobility periods
For some years now the European Commission has already pursued the objective of increasing the mobility rate of
young people in VET. Whereas it is almost taken for granted at universities that students spend one or two semesters
at a higher education (HE) institution abroad, the number of ‘mobile’ learners at vocational education and training
(VET) establishments is rather low. In Austria mobility periods of apprentices and schoolchildren at VET schools and
colleges are also the exception rather than the rule. Longer-term stays abroad - those exceeding two or three weeks’
duration - in particular are comparatively rare.
This may be due to many reasons: The age of learners may play a role here as well as lacking structures (a central mobility coordination office, for example) or linguistic and financial barriers. Furthermore, one important impediment
is insufficient understanding of foreign education systems, programmes and content. The diversity of VET in Europe,
which is an expression of the individual countries’ different cultures and traditions, makes the comparability of education offers difficult and has the result that young people hardly seize the opportunity of spending a short-term
period of learning abroad. Such a stay would be highly valuable for young people, however, because it would possibly
contribute to their personal development and also enhance their opportunities on the labour market.
It is precisely for these reasons that the European Commission has for some years encouraged the development of
transparency instruments to help improve understanding of VET in other countries and therefore boost transnational
mobility. One such instrument is ECVET, on which in June 2009 the Commission issued a recommendation adopted by
the European Parliament and the Council . ECVET stands for European Credit system for Vocational Education and Training. The German translation of ECVET uses the word ‘Leistungspunkte’, which does not cover the full meaning of this
term because ECVET is more than just ‘credit points’, which are currently only of minor importance - at least in Austria.
Rather, ECVET is a ‘toolbox’ which comprises ‘tools’ designed to facilitate the transnational mobility of learners in VET.
It is of course also possible to conduct stays abroad within the framework of training programmes without applying
ECVET. Learners can now already go abroad for a certain period to continue their VET programme there temporarily.
The added value inherent in ECVET however is that it makes ‘tools’ available which aim to facilitate the implementation of mobility stays and the recognition of learning outcomes obtained abroad in the home country.
Essentially ECVET builds on a structured description of qualifications in terms of ‘units of learning outcomes’, which
are specified in greater detail by an additional numerical expression - the ECVET points. Based on this structured description, which forms a form of ‘common language’ for mobility periods, the involved training institutions conclude
agreements which aim to guarantee the recognition in the home country of knowledge and skills acquired abroad.
This aims to ensure that the mobile learner does not have to retake exams or face prolonged training time in the
home country.
The basic principle of ECVET is simple - in theory. In reality, however, difficulties may abound in many respects. Therefore - despite ECVET - a ‘portion of good will’ will also be required of all actors in the future in order to make learning
experiences abroad possible and ensure recognition in the home country. Although ECVET can simplify the mobility
process, it cannot tackle all the challenges associated with mobility periods abroad (another language, a new situation, different structures and lifestyle, etc.).
) Cf. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:155:0011:0018:EN:PDF (downloaded on 27.07.2010).
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Aim and target groups of the guidelines
These guidelines aim to support the application of ECVET in the course of mobility periods in VET. The guidelines are
mainly oriented towards teachers at VET schools and colleges as well as IVET trainers in apprenticeship training, but
they can also be helpful for mobilitysupporting institutions. The implementation of steps proposed in the guidelines
will mainly make sense in longer-term (qualifying) mobility stays. As a rule, shorter periods do not require such elaborate procedures - although here the application of the ECVET tools can also help improve the planning and therefore
the quality of stays abroad.
Even though ECVET aims to encourage longer-term mobility periods, this does not diminish the importance of shortterm (two- to three-week) stays. They also enable young people to gain valuable experiences and continue their training in their chosen subjects. In addition, shorter periods can also provide impetus for longer-term stays.
The structure of the guidelines
The guidelines are divided into three sections, which can also be read and used separately:
In the first section, the key principles of ECVET are explained based on the European documents (➔ Chapter I, ECVET in brief); this section therefore provides an introduction to the topic and the key terms including for those who have not been familiar with ECVET to date.
The second section provides step-by-step instructions to implement ECVET in the course of mobility stays
in VET (➔ Chapter II, ECVET in practice). The focus here is on the application of ECVET before, during and
after a mobility process; for ease of understanding, this information is divided into four phases and ten
steps. For further information to help with the organisation and implementation of mobility stays see the
indicated websites and publications. Examples from Austria are used for illustration purposes.
The third section, which is about materials (➔ Chapter III, Materials), covers specific examples of implementation as well as practical format templates for direct application in practice. Links to websites with
additional information and background information about the development of ECVET and its relatedness
with other transparency instruments as well as a glossary with terms of relevance for ECVET are also listed
in the chapter on materials.
Notes:
The terms marked with * when they first occur in these guidelines are explained in detail in the glossary.
Where there is ➔ in the text this indicates at which point in the guidelines or on which website additional infor-mation can be found
(e.g.‘ ➔ Materials’ means that additional information on this specific aspect can be found in Chapter III).
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I. ECVET in brief
ECVET
Mobility requires transparency. Transparency
in turn promotes mobility. ECVET aims to
help create more transparency
and therefore enable more mobility.
Transparency
Mobility
How does ECVET work?
ECVET is characterised by three central elements which form the three pillars of ECVET.
These are:
units* of learning outcomes* for the structured description of qualifications*,
ECVET points*, which describe the qualifications in detail in numerical form,
•
various documents and procedural steps which are important in the transfer process of mobility partnerships.
THE THREE PILLARS OF ECVET
ECVET
Units of learning
outcomes
ECVET points
Transfer process
Pillar 1: Units of learning outcomes
Learning outcomes
Due to the wide range of education systems in Europe it is often difficult to understand and compare VET programmes and qualifications of other countries. The titles of qualifications alone often do not provide sufficient information.
On the one hand, titles with the same name can have different contents, on the other, qualifications with different
titles can also have many aspects in common. ‘Learning inputs’, such as the place of learning (school, company, CVET
institution, etc.), the length of a learning experience (three-year school, two-semester course, etc.), the learners’ age,
access requirements (such as full legal age, upper secondary school qualification, professional practice, etc.), can also
only be used to some extent for comparisons but say little about the contents of programmes and qualifications.
However, the use of specific wordings for learning outcomes enhances the transparency and comparability of programmes and therefore improves the planning process for VET periods spent abroad: learning outcomes are statements about what learners know, understand and are able to do after completing a learning process (such as a school,
programme, course, etc.). They are often defined in terms of knowledge*, skills* and competence*.
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In ECVET, learning outcomes form the basis for the structured description of qualifications. Qualifications are no longer primarily defined in terms of learning duration or place of learning but by what learners are able to do upon completing training. When formulating learning outcomes, formulations containing ‘able to do’ are therefore often used,
and the context is given which this ability refers to.
EXAMPLES OF PHRASING LEARNING OUTCOMES FROM DIFFERENT QUALIFICATIONS AND SPECIALIST FIELDS
He/she is able to plan and organise breakfast service with relevant support and implement it
alone and in a team.
He/she is able to appropriately serve bottled wine and sparkling wine.
He/she is able to settle accounts with tour operators, clear credit card transactions and conduct transactions in foreign currencies including conversion of exchange rates.
He/she is able to explain the function of hardware components of PCs.
He/she is able to prepare realistic workflow plans and schedules for staff on the basis of construction planning.
He/she is able to prepare a report which explains the relationship between chemical structures
and material properties.
Units
The structured description of qualifications in ECVET is not based solely on learning outcomes, however. After all,
ECVET also arranges for these learning outcomes to be structured into units. Units are components of a qualification
which consist of coherent learning outcomes (‘sets of learning outcomes’). This ‘unit’ structure is an advantage during
training particularly for periods of mobility as they always relate to only one part of a qualification.
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Learning outcome
Unit 1
Learning outcome
Unit 2
Learning outcome
Unit 3
Learning outcome
Unit 4
Qualification
STRUCTURE OF QUALIFICATIONS ACCORDING TO THE ECVET PRINCIPLES
The following comments need to be considered in definitions of units of learning outcomes:
Qualifications can comprise different numbers of units. This number largely depends on the complexity of a
qualification. It is also possible for a qualification to comprise only one unit. A unit may also belong to only one
specific qualification; it can however also be a component of different qualifications (such as competences in
using computers).
To form units, sets of learning outcomes with a specific connection are pooled together. This connection can be,
for example, that these learning outcomes are part of a specific specialisation (such as beverages, accounting,
labour legislation, etc.) or relate to the fulfilment of a defined professional task (such as dyeing hair, baking
bread, compiling financial statements, etc.).
When forming units it needs to be considered that it should be possible to assess* the learning outcomes associated with a unit or the acquired knowledge, skills and competence individually, which means separate from
the other units.
In some cases units possibly only have a limited validity in time. Thus it can be necessary, for example, that the
learning outcomes of a specific unit need to be ‘revised’ or ‘renewed’ after a certain time (for example, where
competences related to fast changing technologies are concerned).
With the learning outcomes and units, agreement was achieved at the European level for common structural
characteristics to describe qualifications. These therefore constitute the first pillar of ECVET (compare graphic
“The three pillars of ECVET”). This common structure also creates the added value of ECVET. Where qualifications
will be presented in this form in the future, this contributes to more transparency and in this way facilitates the
understanding and comparability of qualifications. This subsequently aims to increase the learners’ mobility.
In addition the European Commission suggests that the description of a unit should include the following information:
the title of the unit,
the title of the qualification to which the unit relates,
the reference of the qualification according to the European Qualifications Framework (EQF)* level and, where
appropriate, the national qualifications framework*,
the ECVET points (➔ Pillar 2) associated with the unit,
the learning outcomes contained in the unit,
the procedures and criteria for assessment* of these learning outcomes,
the validity in time of the unit, where relevant.
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Pillar 2: ECVET points
The description of qualifications in terms of units of learning outcomes makes qualifications more transparent and
easier to understand. To be also able to make statements about the importance of a unit in relation to the overall qualification, the European Commission proposed to assign ECVET points as the second pillar of ECVET (compare graphic
“The three pillars of ECVET”). ECVET points describe in numerical form the ‘overall weight’ of a qualification and the
importance of individual units in relation to the overall qualification.
ECVET points
Therefore ECVET points provide additional information about the qualification and the units of learning outcomes. Independent of the obtained units
of learning outcomes which they relate to, the points have no value; this means they always need to be seen in connection with the learning outcome
descriptions – as additional information.
When calculating ECVET points, the following agreement needs to be considered which was made at the European level: for the knowledge, skills and
competence acquired in a year of formal full-time VET, 60 points can be awarded. According to this agreement, ECVET points are first of all assigned to the
qualification as a whole. The sum total is then broken down into the units in
accordance with their relative weight in relation to the qualification. Should
a full-time VET programme in which a specific qualification is acquired last
for four years, for example, a maximum of 240 ECVET points can be awarded for this qualification. If this qualification comprises eighteen units, the
240 ECVET points are now broken down into the units in a way which corresponds to their relative weight in relation to the overall qualification.
The distribution of ECVET points depending on their relative weight means
that the units obtain a certain hierarchy. Various criteria can be used to determine a unit’s relative weight:
Units
ECVET points
Unit 1
14
Unit 1
10
Unit 1
8
Unit 1
15
Unit 1
22
Unit 1
10
Unit 1
18
Unit 1
16
Unit 1
12
Unit 1
14
Unit 1
5
Unit 1
18
Unit 1
14
Unit 1
8
Unit 1
6
Unit 1
22
Unit 1
10
Unit 1
18
Qualification
240
importance of this unit in terms of its labour market relevance, for advancement to other qualification levels,
or for social integration;
complexity, scope and volume of a unit’s learning outcomes;
the efforts that are necessary to acquire the knowledge, skills and competence required for the unit.
Pillar 3: Transfer process
The transfer of learning outcomes acquired in a learning environment to another context is termed transfer. To support the transfer process in the course of stays abroad during VET - with the process comprising several steps - agreements are concluded between the actors involved. The following section starts with an outline of the agreements
which need to be concluded and the documents where they are laid down and then describes the structure of the
transfer process (cf. graphic “Transfer process”).
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Agreements and documents
For planning transnational mobility periods, cooperation with training providers (or providers of work placements) in
other countries is required. Some key aspects will need to be clarified before the beginning of training periods abroad.
As well as the scopes of responsibility before, during and after stays abroad, these include in particular the agreement
on the knowledge, skills and competence that are to be acquired by the mobility participants (the ‘mobile learners’) in
the host country and can be recognised as part of (or as an addition to) their qualification in the home country. Before
a mobility period it is necessary to identify which - in ‘ECVET speak’ - ‘competent institutions’* are entitled to conclude
such an agreement. Which institutions are considered competent will depend on the common practices and rules of
the involved countries (in Austria these can be schools or training companies, for example). It is important, however,
that these competent institutions can recognise the learning outcomes acquired abroad as part of (or as an addition
to) the qualification in the home country.
The European Commission proposes two major documents to lay down agreements. These are:
memoranda of understanding and
learning agreements
First of all, the competent institutions conclude a memorandum of understanding* (MoU). This is a voluntary agreement between the competent institutions of the countries concerned which lays down the conditions for a period of
mobility abroad.
In a memorandum of understanding the partners acknowledge that they mutually recognise their status as a competent institution. In addition, they mutually accept their respective criteria and procedures for quality assurance,
assessment, validation* and recognition* of learning outcomes. One key content of the memorandum of understanding are agreements laying down the extent to which the qualifications concerned or their parts are comparable and
which units of learning outcomes (or parts thereof) can be mutually recognised. For concluding such an agreement it
is necessary to make sufficient information available to the partners involved.
To lay down the respective conditions for a specific period of training spent abroad (mobility project), a learning agreement* is concluded. The learning agreement is concluded by the competent institutions (such as schools in the
country of origin and in the host country) and the respective mobile learner. It should comprise personal information
about the mobile learner, the duration of the stay abroad, the knowledge, skills and competence to be acquired, and
the associated ECVET points. The agreement should also clarify the respective spheres of competence of the actors
involved. In particular, it should also be specified that the home institution - if the agreed knowledge, skills and competence are achieved - will also validate and recognise them in the sending country.
Steps in the transfer process
The objective of applying ECVET for mobility in VET is to facilitate credits in the home country for the learning outcomes attained in the host country: the learning outcomes should be recognised as parts of the intended qualification,
which means they are ‘transferred’ from one learning environment to another. This transfer process is conducted in
the following steps:
Assessment
Validation and
Recognition of learning outcomes.
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Step 1: Assessment
In the beginning, an assessment (examination, evaluation) is conducted by the hosting institution* in the host country
of the knowledge, skills and competence acquired by mobile learners: In this process, specific examination methods
and procedures are applied to determine whether learners actually boast the knowledge, skills and competence agreed on beforehand.
The assessment methods applied in the receiving institution* can differ from those used in the home institution. The
applied assessment procedure is, however, laid down in the memorandum of understanding and/or learning agreement and therefore accepted by all parties involved.
The conducted assessment is documented in detail. This document is termed personal transcript* (PT). After the period abroad it is sent to the home institution* for validation.
Step 2: Validation
The home institution compares this documentation with the learning outcomes laid down in the learning agreement
and examines the extent to which these two documents are consistent. This procedure is termed validation.
Step 3: Recognition
Following validation, the home institution will hand over certification (a certificate or similar) to the mobile learners
which states that the knowledge, skills and competence acquired abroad are accepted as part of the intended qualification or as an addition to it. For this they do not have to retake an examination or catch up on periods of learning.
This step is termed recognition.
Therefore the agreements concluded before the stay abroad ensure that the respective part of the qualification can
be added to the overall qualification following the learner’s return.
The following graphic again illustrates the transfer process in the course of a memorandum of understanding:
TRANSFER PROCESS AS PART OF A PARTNERSHIP AGREEMENT
Host institution
Acquisition of knowledge,
skills and competence by
the mobile learner
Assessment of the acquired
knowledge, skills and
competence of the mobile
learner
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Learning agreement
Mobile learner
Documentation of the
acquired knowledge, skills
and competence in the
personal transcript of the
mobile learner
Home institution
Recognition of the acquired
knowledge, skills and
competence of the mobile
learner
Validation of the acquired
knowledge, skills and
competence of the mobile
learner
II. ECVET in practice - steps towards implementation
How can the key elements of ECVET now be put into practice? This will be shown based on the ten steps of a mobility process. The focus here will be on the tasks required in connection with the application of ECVET before, during and after the stay abroad as part of a VET programme. After every
step, two examples from the Austrian context will be presented to illustrate the given information in greater detail. In
addition, links to useful websites are given where further information on mobility periods can be found. The section
on materials covers model examples and documents that can be used directly in practice.
The mobility process can be structured into the following ten steps:
BEFORE
DURING
ECVET
MOBILITY STAYS
ECVET
MOBILITY STAYS
AFTER
ECVET
MOBILITY STAYS
AFTER
DURING
BEFORE
Orientation phase
Step 1: Building a partnership
Preparation phase
Step 2: Comparison of learning outcomes
Step 3: Agreements related to the transfer process
Step 4: Preparation of the mobility stay
Implementation phase
Step 5: Acquisition of knowledge, skills and competence
during mobility stay
Step 6: Assessment of knowledge, skills and competence
during mobility stay
Step 7: Documentation of acquired knowledge, skills and competence
Follow-up phase
Step 8: Conclusion of the transfer process
Step 9: Evaluation of the mobility and transfer process
Step 10: Follow-up
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ORIENTATION PHASE
The orientation phase primarily serves for decision-making about whether a mobility echange should be made. At the
centre of this phase there is the search for a suited partner. Only when an appropriate institution has been found can
concrete preparation tasks be started.
Step 1: Building a partnership
PARTNER SEARCH
In Austria there are a number of associations (‘Vereine’) and private com-panies which provide support and advice in the search for a suitable train-ing
institution abroad (school and/or company).
➔ Pro Mobility:
www.pro-mobility.net
(> Pro Mobility Toolkit > question 2)
Possible partner institutions can also be found via European websites and
databases (such as via the ADAM database, the project and product portal of
Leonardo da Vinci, or via Ploteus, the portal on learning opportunities throughout the European space).
➔ ADAM:
www.adam-europe.eu
➔ Ploteus:
http://ec.europa.eu/ploteus/
Before searching for a partner institution, the search could also start with the
search for an appropriate qualification. For this purpose, the Europass certificate supplements, which can be found on the national Europass websites,
can be used. The qualification can then lead to a suitable institu-tion.
INFORMATION EXCHANGE
Once an obviously suitable partner institution has been found, it is recomended to start by gathering more information about the offered VET programme (such as the structure of the training provider, the organisation of
training, important dates during the year [e.g. holiday times, practical training stages], place[s] and form[s] of learning, duration, access requirements,
types of exams, language of instruction) and associated qualifications (e.g.
profile of learning outcomes, acquired endorsements, possibilities on the labour market, access to other training programmes). In particular, information should be obtained about the partner country’s VET system to better
understand the framework conditions in which future mobility stays will be
held. In connection with ECVET, information about the national qualifications framework, the structure of qualifications and quality assurance are of
particular interest.
Relevant information about the own training programme and about the
qualification as well as the Austrian education system should be passed on
to the partner institution abroad.
To exchange the information necessary for a future partnership it is also possible to conduct preparatory visits. Applications for funding for the organisation of such visits can be submitted to the National Agency for Lifelong
Learning (LLL).
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➔ Europass:
http://europass.cedefop.europa.eu
➔ Europass certificate supplements: www.zeugnisinfo.at
➔ Pro Mobility:
www.pro-mobility.net
(Pro Mobility Toolkit > question 7)
➔ Cedefop:
http://www.cedefop.europa.eu
> Information Services > VET in
Europe
➔ Eurydice:
http://eacea.ec.europa.eu/education/eurydice/ > Description of
Education Systems
➔ Materials:
> Further information: „Linking of
ECVET – EQF/NQF
– Europass“
➔ Education system (OeAD):
www.bildungssystem.at
➔ ReferNet Austria: www.refernet.at
> Berufsbildung in Österreich
➔ National Agency LLL:
http://www.lebenslanges-lernen.at
> Contact seminars and preparatory visits
RESULT
If this information exchange leads to the expression of mutual interest in the implementation of mobility stays,
the concrete preparation can start.
Examples:
Peter is currently completing an apprenticeship programme for restaurant specialists in a hotel in Salzburg.
He is in his second apprenticeship year. His employer wants to give Peter the opportunity to go to the Czech
Republic at the beginning of his third apprenticeship year (during his companybased training time) for five
weeks in order to expand his specialist competences there and improve his command of the Czech language.
As the number of Czech tourists who come to Peter’s training com-pany particularly in the winter season is
increasing, he will be able to use his knowledge of Czech in simple conversations.
After the training company has also obtained the permission in principle of Peter’s parents for a five-week
stay abroad, it contacts the Association to Promote the International Exchange of Apprentices, Young Workers
and Trainers IFA (www.ifa.or.at). IFA helps training institutions in the search for a suitable partner abroad. IFA
proposes to the training company a possible partner company in Prague, forwards information about the
Czech education system and the qualifications offered in the restaurant sector. At the same time, IFA sends
information about the Austrian education system and the Europass certificate supplement (www.zeugnisinfo.
at) about the occupation ‘restaurant specialist’ to the Prague company. Following inspection of all information
and a first conversation on the phone in which the two company owners become acquainted with each other,
the decision is made to start with the preparatory work for the exchange. It is agreed that Peter will be the first
to come to Prague in the coming year. Should this exchange work in principle, regular exchanges between the
two companies will be implemented in the next years in both directions.
Sandra is currently attending the third year of the Engineering College (HTL) for Mechatronics in Steyr. At the
start of the fourth year she wants to spend three months at a school abroad. Contacts were established to an
Italian school in Vicenza via a European project in which Steyr Engineering College was involved some time
ago. Sandra’s teacher, who supports her idea in principle, therefore contacts the headmistress of the Italian
school following prior consultation with the college principal and Sandra’s parents.
After this first talk, in which the Italian headmistress also welcomes the idea, the two schools exchange information about their respective education and qualification systems and about the Europass certificate supplements (www.zeugnisinfo.at). Following a first examination the two schools agree to take further concrete
steps to put the mobility period into practice. Moreover the two schools plan to carry out regular exchanges
in both directions in the future.
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PREPARATION PHASE
This phase aims at the preparation of the mobility period. It focuses on comparing the qualifications offered in the
partner institutions based on structured descriptions (units of learning outcomes) and on concluding important agreements.
Sound preparation guarantees the success of a project. This also applies to the organisation of a mobility stay. It is important to plan for sufficient time as the activities can sometimes be rather time-consuming. But as the major agreements and decisions need to be made before a stay, sound preparation is recommended. It must be noted, however,
that the more frequently a period abroad is organised, the easier preparatory work will become. This is because, on
the one hand, documentation, once prepared, can - partly in a slightly adapted form - also be used for other mobility
projects, on the other hand, less time and work is involved the more experienced one becomes with every mobility
process.
Step 2: Comparison of learning outcomes
COMPARISON OF QUALIFICATIONS
ECVET makes it easier to compare qualifications thanks to a transparent and
structured description in terms of units of learning outcomes. Where both
partners describe their qualifications in terms of ECVET, it is easier to identify
common features and differences between them. This means it is easier to
find those units and learning outcomes which can be considered for mobility
periods.
➔ ECVET in brief
In Austria, learning outcomes already form part of many curricula and training plans. However, the learning outcome approach is not always implemented on a comprehensive basis. Qualifications are generally not structured
into units of learning outcomes either. The following two options can still be
used to apply ECVET for own mobility projects, however:
Option 1:
Learning outcome-oriented descriptions have already been developed for a
range of qualifications, often as part of European projects. In this context,
learning outcomes are usually presented in a table structured by units. Where such a description exists it is recommended to use it and, if necessary, to
adapt it to one’s own requirements.
➔ Materials:
> Example: „VQTS Model“
> Further links: Learning
outcome-oriented descriptions of
qualifications
Option 2:
Where no structured description is available, the two cooperation partners
themselves should prepare one. Experience shows that it is useful in the
phrasing of learning outcomes to start off from the work process in which
the respective qualification is applied. In a first step, the core tasks/activities
associated with this qualification should be identified. These are the typical
tasks which holders of this qualification are able to carry out. At the same
time, these tasks constitute the qualification’s units in the meaning of ECVET.
In a next step, the learning outcomes required for conducting the core tasks/
activities should be described for every unit.
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➔ Materials: Format tem-plate:
> Analysis of qualifi-cations
In many cases, the relevant learning outcome formulations are implicitly or
explicitly contained at different points in the curricula or training plans, in
relevant laws and regulations, in the educational standards or also in the Europass certificate supplements.
Tip:
For mobility periods, which of course only last for a limited time, it is not absolutely necessary to present the learning outcomes for the entire qualification in detail. For a first comparison of qualifications it will often suffice to
draw up a rather roughly structured description and, in this way, identify those units or parts of them which are suited for mobility stays. These can then
be described in greater detail so that they serve as the basis for concluding
relevant mobility agreements (➔ Step 3).
The documented learning outcomes can be further characterised by assigning ECVET points to them. First of all, these points are calculated for the entire qualification, based on the European agreement according to which 60
points can be assigned per year within the framework of a formal full-time
VET programme. In the next step, the total number of points is broken up and
assigned to the units of learning outcomes in relation to their relative weight
(that is: their importance) bearing in mind the weight of the overall qualification. These ECVET points provide additional information in numerical form,
but always need to be seen only in connection with the units’ learning outcomes. As they currently do not play any role in the remainder of the Austrian
VET system, it is also not absolutely necessary to determine them.
➔ Curricula and training plans at
VET schools and colleges as well as
in apprenticeship training: www.
abc.berufsbildendeschulen.at >
Lehrpläne
➔ Educational standards for VET
schools and colleges:
www.bildungsstandards.berufsbildendeschulen.at
➔ Europass Austria:
www.europass.at
➔ ECVET in brief
➔ Materials:
> Example: VQTS model
RESULT OF THE COMPARISON
If the qualifications from the two training institutions are now available described in structured form, it is easier to
identify common features and differences between them. The comparison can essentially lead to three results:
Result 1:
The qualifications concerned are (almost) identical, which means that the learning outcomes are largely consistent. In
this case, all learning outcomes can in principle be considered for mobility stays.
Result 2:
The qualifications concerned reveal some identical but also some differing learning outcomes. Mobility can easily be
implemented for consistent learning outcomes; credits for these can be awarded - if related agreement is reached
with the competent institution in the home country - for the acquisition of the qualification there.
But for learning outcomes that are not part of the qualification in the home country it is also possible to implement
mobility projects. Although no credits will be obtained for these learning outcomes in the home country, learners have
the possibility to acquire additional competences. Therefore mobility stays should also be considered if the profiles of
the two qualifications do not match 100%.
17
Result 3:
The qualifications concerned do not have any matching learning outcomes. In this case a mobility stay will also basically be possible. The learners will acquire additional competences which they will be awarded credits for later, even
as part of another qualification.
It must be taken into account, however, that a mobility stay where learning outcomes do not match can lead to a
longer training time. The learner must be informed sufficiently in advance about this fact.
Examples:
After doing some research Peter’s IVET trainer finds that to date there is still no completely learning outcome-oriented description in the meaning of ECVET for the qualification ‘restaurant specialist’. The company-based training profile however already mentions some knowledge and skills. Jointly with colleagues
from her company, the trainer now elaborates a description for the mobility-related part of the qualification,
which fulfils the ECVET principles, using a format template (➔ Materials > Format templates) as a basis. First
of all she attempts to define core work areas (such as mise en place, serving beverages, serving meals, etc.),
to which - in a second step - she allocates learning outcomes (such as: He/she is able to advise guests about
the alcoholic beverages that go with the different meals. He/she is able to present beverages to guests in
the correct manner, etc.).
In the comparison of the Austrian and Czech qualifications which is carried out afterwards, the IVET trainer
and her Czech colleague find out that a large part of the learning outcomes match. The distribution of ECVET points is not completely identical. But as points do not play any role in the Austrian educational context,
the differences in the number of points are not important either.
For the qualification ‘Mechatronics’, which Sandra wants to do as a career, a learning outcome-oriented description which forms a sound basis for information exchange between the Austrian and Italian school
was already drawn up within the framework of the VQTS project (➔ Materials > Examples).
Both Sandra’s teacher and the person responsible for mobility at the Italian school indicate in the VQTS
matrix ‘Mechatronics’, to which they add country-specific learning outcomes, the competences which the
graduates of their schools have acquired by the end of their training. When comparing the profiles they
find that there are a number of differences between the qualifications. Also the ECVET points differ in
those units of learning outcomes which are practically identical. Nevertheless both of them agree that
a three-month exchange is definitely possible, the more so because Sandra can also acquire additional
competences.
Step 3: Agreements related to the transfer process
DECISION ABOUT THE TYPE OF AGREEMENT
All agreements concluded in connection with the acquisition and assessment of knowledge, skills and competence in the receiving institution abroad
and their transfer to the home institution for the acquisition of the qualification between the actors should be laid down in writing. Depending on the
type of cooperation between sending and hosting institution there are two
options in this connection:
18
➔ Materials
> Format templates
> Further links: Suggestions
for documents for the transfer
process
Option 1:
Cooperation between the two institutions should be longer-term, which
means mobility exchanges should be carried out regularly in the future.
In this case it is recommended to draw up a framework agreement that is
valid for the entire period and stipulates basic information and agreements
(➔ Contents of agreements). In ECVET the related document is termed memorandum of understanding (MoU). An MoU can apply for mobility projects in both directions.
For a concrete mobility stay, a learning agreement (➔ Option 2) must definitely be drawn up, but this can refer to already concluded agreements in the
MoU and will therefore, as a rule, be less comprehensive.
Option 2:
In the beginning, only one mobility stay or exchange is planned. In this case
it is not necessary to conclude a memorandum of understanding with a
longer time horizon (➔ Option 1). In all cases it is necessary, however, to
conclude an agreement on this concrete mobility stay. This document is
termed learning agreement (LA) in ECVET. This learning agreement always
applies to one specific mobility project and in one direction.
➔ Materials
> Format templates
> Further links: Suggestions
for documents for the transfer
process
Where no memorandum of understanding has been concluded, the learning agreement will as a rule be more extensive to ensure all major arrangements are laid down.
The format templates for these documents, which can be found in the setion on materials, comprise detailed descriptions of possible aspects which
can be included in agreements. The templates must be adapted depending
on the chosen procedure.
CONTENTS OF AGREEMENTS
The specific elements contained in the respective agreement will depend on
whether a memorandum of understanding and learning agreements based
on this are drawn up or whether there are only learning agreements for defined mobility projects (➔ Decision about the type of agreement).
The following descriptions of the contents of these documents assume that
a memorandum of understanding is concluded first and learning agreements refer to this. The key elements for the implementation of ECVET are
described. If necessary, additional arrangements can be included.
➔ Materials
> Format templates
> Further links: Suggestions
for documents for the transfer
process
19
Memorandum of understanding:
A memorandum of understanding (MoU) aims to lay down that the partner
institutions - the sending and the receiving institution - mutually accept their
respective criteria and procedures for quality assurance, assessment, validation and recognition of learning outcomes for the transfer of learning outcomes. To ensure transparency and build confidence, it is recommended to
briefly describe the processes and steps that are relevant here. In addition, an
MoU stipulates the validity in time of the agreement. It can also specify the
tasks and responsibilities of the actors involved.
The key element of the memorandum of understanding is the specification of
those units of learning outcomes (or parts thereof) which are eligible for mobility processes. This should be based on the existing or separately de-veloped
phrasings (➔ Step 2) of the learning outcomes. If precise descrip-tions have
not yet been drawn up for the first comparison of qualifications, the relevant
units will now have to be described in greater detail (including the learning
outcomes and the procedures and criteria of assessment). As experience from
ECVET projects shows, the partners can each describe the units of learning
outcomes which are relevant for those qualifications they are responsible for.
But they can certainly also define and describe units in cooperation.
➔ Materials
> Format template:
Memorandum of understanding
> Further links: Suggestions
for documents for the transfer
process
➔ Materials > Format template:
Description of units of learning
outcomes and ECVET points
➔ Materials > Further links:
Information about European
ECVET projects
The memorandum of understanding is signed by the persons who are responsible for the respective VET programme or for the part of training that is
relevant for mobility (such as by head teachers at schools, by training managers in training enterprises, etc.).
Learning agreement:
The learning agreement is concluded between the sending institution, the
receiving institution and the respective mobile learner. It comprises personal
details about the respective learner (incl. Europass CV), the duration of the
stay abroad, and - if not yet laid down in the MoU - also information about the
respective responsibilities of the actors involved.
To enhance transparency and ensure that the mobile learner is assigned tasks
during the mobility stay that are in line with his/her competence level and the
training objectives of the stay abroad, it is recommended to provide sufficient
documentation of knowledge, skills and competence previously acquired by
the learner and/or to state the tasks he/she is already able to carry out (under
instruction, under supervision, or independently). The Europass documents
should describe the learner’s already acquired additional competences - such
as language skills.
A key element of the learning agreement is information about the (units
of) learning outcomes which are the focus during the mobility stay, the associated ECVET points and appropriate assessment methods and criteria.
For the specific mobility period concerned, these will be - depending on
the duration of the stay abroad and the complexity of the related learning
outcomes - all or parts of the units of learning outcomes specified in the
memorandum of understanding.
20
➔ Materials
> Format template: Learning
agreement
> Further links: Suggestions for
documents for the transfer process
➔ Materials > Example:
VQTS model: Competence profile
certificate
➔ Europass Austria: www.europass.at English
> Curriculum Vitae
> Mobility
> Language Passport
In the case of shorter stays abroad, learners will possibly only be able to
acquire a part of the knowledge, skills and competence summarised into
a unit.
➔ Materials > Format template:
Description of units of learning
outcomes and ECVET points
In particular, it should also be specified that the home institution - if the
acquired knowledge, skills and competence are achieved - will also validate
and recognise them.
The learning agreement includes the signatures of the representatives of
the sending and receiving institutions (such as responsible teachers or IVET
trainers) and the respective mobile learner (or his/her legal guardian in
case of minors).
Examples:
As Peter’s training enterprise - in this case this is the sending institution - is implementing its first mobility exchange with the Czech company - as the receiving institution - the decision is made not to conclude a memorandum of understanding for a longer period but rather to lay down the key arrangements in a more detailed
learning agreement.
With the help of IFA such a learning agreement is now drawn up using a format template (➔ Materials >
Format template). First of all, together with Peter and her Czech colleague, Peter’s IVET trainer, based on the
previous comparison of qualifications, specifies the specific knowledge, skills and competence Peter should
acquire during his five-week stay in Prague. Then the Czech IVET trainer describes in detail the way these
learning outcomes will be examined. On this basis, the trainer in Austria agrees she will also recognise the
acquired knowledge, skills and competence in Austria if they have been evaluated positively in the Czech Republic. All agreements - learning outcomes, the assessment mode and criteria, recognition in Austria - are laid
down in writing. In addition, information is exchanged about the precise responsibilities of the involved IVET
trainers and the tasks Peter himself has to carry out. Peter’s completed Europass CV is also enclosed. Following
specification of all agreements, the learning agreement is signed by the two trainers, by Peter and his parents.
As the Steyr Engineering College - the sending institution - and the school in Vicenza - the receiving institution
- want to offer their students the possibility of completing a mobility period at the respective other school on
a regular basis in the future, the head teachers’ offices decide to conclude a memorandum of understanding.
For this purpose, using a format template (➔ Materials > Format template), precise information about the criteria and procedures of quality assurance, assessment, validation and recognition of the knowledge, skills and
competence acquired abroad is laid down in writing. In addition, the qualifications provided by the respective
schools are presented in detail in the ECVET structure (units of learning outcomes) and those units or parts
thereof indicated which are mainly suited for mobility exchanges. With the signature of the two head teachers
the memorandum of understanding enters into force, with a validity in time of five years. There is the prospect
of extending this after this period expires.
To plan Sandra’s stay abroad a specific learning agreement based on the memorandum of understanding is
drawn up. Based on Sandra’s current competence level, this will define, among other things, those learning
outcomes which will be the focus of this stay in Italy.
21
Step 4: Preparation of the mobility stay
PLANNING AND ORGANISING THE MOBILITY STAY
Similar to every other mobility period, ECVET based mobility projects also require a number of preparatory activities (such as clarification of insurance
issues, organisation of arrival and departure as well as accommodation, application for financial support, preparation of mobile learners). A range of institutions and organisations provide support and advice in these activities.
OTHER AGREEMENTS
➔ Pro Mobility:
www.pro-mobility.net English
(> Pro Mobility Toolkit) > preparation
➔ Materials > Further links: Information for the organisation and
imple-mentation of mobility stays
VET programmes in Austria are usually not organised according to the logic
of units of learning outcomes. Therefore it is necessary to tailor the time of
the stay abroad to the current VET programme. Nevertheless it can certainly happen that, due to the mobility stay, the mobile learner misses learning
contents which are offered in this period at the home but not at the host
institution.
Basically a certain degree of flexibility should be granted rather than definitely aiming for the knowledge, skills and competence which can be acquired
in the home country and abroad to be identical. Therefore it is necessary to
clarify in each individual case whether these are key aspects (for example, because they are the prerequisite for later learning steps). If necessary it should
be agreed upon how the learner can catch up on the knowledge, skills and
competence he/she missed. This agreement between the home institution
and the learner should be laid down in writing.
Examples:
IFA helps Peter and his training enterprise prepare the mobility stay. The precise time of the trip is arranged,
insurance issues are clarified, the names of contact persons are exchanged, the meeting at the train station
and accommodation are organised, and the train ticket is bought. For the financial support for the stay abroad,
IFA also submits an application to the National Agency for Lifelong Learning, which supports mobility periods
via the EU programme Leonardo da Vinci.
In Peter’s training company, all staff members are informed about the stay abroad. As teaching at Peter’s vocational school for apprentices is organised in block form, he will not miss any lessons due to his mobility period.
Nevertheless Peter’s trainer informs the vocational school for apprentices as well as the apprenticeship office
about the period abroad.
22
Sandra makes preparations for her mobility stay jointly with her teacher. They organise the trip, clarify important questions (such as insurance etc.), book accommodation with the help of the Italian school and exchange
the names of contact persons and contact details. In addition, they apply to IFA for financial support for the
stay.
Before Sandra embarks on the trip, they clarify with her other teachers how she can learn the learning contents
in those subjects which are not offered by the receiving institution. As the school has a learn-ing platform on
its intranet site, it is agreed to put all worksheets on that site. This enables Sandra to follow the subjects and,
after her return, to take important exams which she has already arranged with her teachers before leaving.
IMPLEMENTATION PHASE
Step 5: Acquisition of knowledge, skills and competence during mobility stay
LEARNING AT THE RECEIVING INSTITUTION In line with specifications in the memorandum of understanding and learning agreement, the mobile learner acquires related knowledge, skills and
competence during his/her stay abroad. Depending on requirements it can
also be helpful for the mobile learner to document and reflect on his/her
learning and work experience during the mobility phase in a type of personal
‘learning diary’. Step 6: Assessment of knowledge, skills and competence during the mobility stay
ASSESSMENT OF LEARNING OUTCOMES
The assessment of the acquired knowledge, skills and competence is conducted according to the specifications laid down in the memorandum of understanding and learning agreement by the responsible people at the receiving
institution. The assessment method and criteria here are oriented towards
the conventions of the host institution which the home institution has agreed to in advance.
➔ Materials > Further links:
Examples of the examination
and assessment of the acquired
learning outcomes
Step 7: Documentation of acquired knowledge, skills and competence
PERSONAL TRANSCRIPT
The assessment of the acquired knowledge, skills and competence must be
documented. In ECVET the relevant document is termed personal transcript
(PT). It is handed over to the mobile learner and/or sent to the sending institution after the end of the mobility phase.
➔ Materials
> Example: VQTS model
> Format template: Personal
transcript
23
OTHER DOCUMENTS
To systematically document the stay abroad it is recommended to also fill in
the Europass Mobility document, for which the descriptions of knowledge,
skills and competence from the personal transcript can partly be used. As
well as the acquired specialist competences it is also possible to list interdisciplinary skills in the Europass Mobility, such as in the social or organisational
field. If the mobility stay has been co-financed via the EU programme Leonardo da Vinci, it is even compulsory to fill in the Europass Mobility. The last
funding instalment will only be paid after this document has been submitted
and corresponding approval has been granted.
If the learner stays in another country where a foreign language is spoken, it
is also recommended to document the acquisition of language skills in the
Europass Language Passport.
➔ Europass Austria:
www.europass.at English
> Mobility
➔ Materials > Further
information: Linking of ECVET –
EQF/NQF – Europass
➔ Europass Austria:
www.europass.at English
> Language Passport
Examples:
As agreed in advance, Peter works in the restaurant of a Prague hotel. The switch was not easy for him. But
his colleagues, particularly his IVET trainer, gave him a lot of support. He has also been able to considerably
improve his knowledge of Czech, which he had already acquired in Salzburg, by using the language every day.
At the same time he can also brush up on his English during his stay because there are many foreign guests at
the restaurant.
In technical/specialist terms there are very high demands made on Peter and he learns a great deal. In the learning agreement concluded before his stay it was laid down that the Czech IVET trainer continually checks up
on Peter’s learning progress by means of workplace observations. In the course of his daily work routine he is
therefore able to acquire all the knowledge, skills and competence as specified in the learning agreement. His
Czech trainer gives him regular feedback, makes suggestions for improvement and regularly checks his skills
and competences. At the end of his five-week stay Peter is handed over a personal transcript by his IVET trainer
after having gone through a detailed verbal assessment. He sends this transcript to Peter’s Austrian trainer. At
the end of the mobility period Peter himself fills in the Europass Mobility document and Language Passport,
and therefore also documents the additional competences he has acquired.
For Sandra the stay at the school in Vicenza is a real challenge - mainly in terms of language. Although she attended an intensive course in Italian during the summer holidays, following classroom instruction in this language turns out more difficult than expected. But her teachers provide a lot of support, explain many details
to her again during breaks, sometimes even in English. After three weeks she already notices clear progress.
In technical/specialist terms she follows the learning units she previously agreed on with her Austrian teacher
and main contact in Vicenza. These learning units overlap with the requirements of her education in Steyr.
In addition, she acquires other knowledge, skills and competence that are of great interest to her although
they are not part of her Austrian VET programme. Regarding exams all actors agreed in advance that Sandra
does not have to sit for any written tests but can take oral exams. Here Sandra can also speak in English if her
knowledge of Italian should not suffice. Furthermore she can, where possible, also demonstrate steps of work
in practice. The Italian teachers are highly satisfied with Sandra’s learning progress and also make a note of this
fact in the personal transcript, which they pass on to Sandra’s HTL teachers in Steyr.
24
During her stay Sandra has also maintained contact with her school in Steyr. Via the intranet site she could
download worksheets and handouts, thereby following the subjects she did not attend in Italy. For the time
after her return she and her teachers have agreed on three exams she needs to take in these subjects.
FOLLOW-UP PHASE
Step 8: Conclusion of the transfer process
VALIDATION
After the mobile learner has returned, the data related to the acquired knowledge, skills and competence contained in the personal transcript is compared at the home institution (the school or company, for example) with those
laid down in the learning agreement. The aim is to find out the extent to
which the data match and the acquired knowledge, skills and competence as laid down in the agreement - can be accepted as a part of, or addition to,
the qualification intended in the home country.
➔ ECVET in brief
RECOGNITION
Where a positive result is achieved - which can be expected if the mobility
stay has been prepared and implemented sufficiently well - the knowledge,
skills and competence acquired abroad are accepted and therefore recognised as a part of, or addition to, the qualification intended in the home institution. The mobile learner does not have to repeat an exam in this respect.
To confirm recognition of the knowledge, skills and competence acquired
abroad it is recommended to issue a related document (a certificate, for example) for the learner.
➔ ECVET in brief
Step 9: Evaluation of the mobility and transfer process
EVALUATION OF ALL STEPS OF THE MOBILITY PROCESS
After completion of the mobility and transfer process it is recommended to
again reflect on all steps and consider the extent to which changes should be
adopted in the future. In particular regarding the prepared agreements and
documents with relevance for ECVET, it should be considered whether they
provide sufficient help for the transfer of the knowledge, skills and competence acquired abroad or where, if appropriate, adaptations are necessary.
This evaluation should involve all actors.
➔ Pro Mobility:
www.pro-mobility.net
(> Pro Mobility Toolkit
> question 33)
25
IMPROVEMENT OF THE MOBILITY CONCEPT
On the basis of the evaluation, appropriate changes should be made in preparation of future mobility projects, if necessary and upon consultation with
all stakeholders.
Step 10: Follow-up
USING THE EXPERIENCES
Upon completion of the mobility phase the mobile learner should have
the possibility to give feedback and pass on the experience made. VET
providers should use the experiences of a stay abroad, e.g. by obtaining
a report from the mobile learner about the stay abroad, the conducted
activities, the working and learning environment, cultural differences,
personal benefit, etc. In this way other learners can also be motivated to
complete mobility periods.
Examples:
After five weeks in Prague Peter returns to his Salzburg hotel. By comparing information in the learning agreement and in the personal transcript, his Austrian IVET trainer determines that all previously agreed knowledge,
skills and competence were taught, acquired and also assessed as positive. There-fore nothing stands in the way
of the acceptance and recognition of the learning contents in the home country, which means in this case that, in
his future VET process, Peter can focus on the acquisition of other competences. The confirmation by the training
company of the knowledge, skills and competence acquired within the framework of the stay abroad can be useful for Peter later when he looks for a job. But Peter has not only developed in a specialist/technical respect. His
stay has also given him the opportunity to gather many experiences and develop as a person. He now faces new
tasks and challenges with more self-confidence and more calmly.
His IVET trainer asks him to prepare a short experience report and lay down for both training institutions what
worked well from his viewpoint in the mobility process and what still needs to be optimised. His IVET trainer and
the Czech IVET trainer also exchange feedback to ensure future mobility projects can run even more smoothly.
Sandra returns to the HTL Steyr after three months in Italy. Her personal transcript, which is examined by the
competent teacher at the HTL Steyr, states that all knowledge, skills and competence stipulated in the learning
agreement were taught, acquired and assessed as positive. Therefore Sandra does not have to take any exams
for this part of the training. But she does need to take exams in the subjects which were not provided by the
Italian school. Before starting her trip Sandra already agreed on three such exams with her teachers.
Overall Sandra assesses her mobility stay as very positive. Although it was quite a challenge for Sandra to familiarise herself with the new environment (school, teachers, fellow students, etc.) and above all with the language, positive impressions and experiences prevail. She also informs her fellow students who are interested
in such a stay and want to know how it works.
In an evaluation in which, apart from her, her school and the school in Italy also take part, she also gives feedback on the organisation and process of the exchange. In this way she wants to help improve the overall mobility process in the future.
26
III. Materials
1. Example: VQTS model
This part of the collection of materials describes the implementation of ECVET based on a specific example.
The example is the approach which was developed in the European VQTS (Vocational Qualification Transfer
System) project and further developed in the VQTS II project: the VQTS model. In this description the following
questions of relevance for ECVET are answered:
a) How are learning outcomes formulated?
b) How can qualifications be presented as units of learning outcomes?
c) How can ECVET points be awarded?
d) Taking into account the competences which are already available, how can the competences which will be
acquired abroad be identified?
For more information about the VQTS model, see:
www.VocationalQualification.net
Luomi-Messerer, Karin (2009a): Using the VQTS model for mobility and permeability. Results of the Lifelong Learning project VQTS II. 3s, Vienna.
Luomi-Messerer, Karin; Markowitsch, Jörg (Eds., 2006): VQTS model. A proposal for a structured description of work-related competences and their acquisition. Vienna: 3s research laboratory.
a) How are learning outcomes formulated?
Learning outcomes are defined as statements about what learners know, understand or are able to do upon completion of a learning process. Certain principles need to be observed when formulating learning outcomes (➔ Materials
> Further links > Information for the preparation of learning outcome-oriented descriptions of qualifications). The key
principles, which were also used in the VQTS model, are as follows:
Learning outcomes are always described from the learners’ viewpoint rather than from the teachers’ viewpoint.
Active verbs are used which express the learners’ knowledge, understanding and ability.
For specification and contextualisation information is provided about what the respective knowledge and ability refer to and what type of activity is meant (such as details about a task’s complexity or degree of difficulty).
In the VQTS model, learning outcomes are described as activities that can be conducted or problems that can be solved: “He/she is able to …”.
27
Examples of phrasing learning outcomes taken from the VQTS model:
He/she is able to carry out simple scheduled maintenance tasks on mechatronic machinery and systems and observe the machine’s maintenance plans.
He/she is able to install and adjust complex mechatronic units which contain different technologies
such as measurement and control systems, set relevant parameters, examine the overall functions and
ensure they run reliably.
He/she is able to set up, adjust and commission electrical and/or electronic systems ac-cording to customer requirements and the instructions given in the technical documenta-tion (such as the initial
adjustment of frequency channels for a television set, basic settings of a frequency converter or a thermodynamic relay for a motor).
b) How can qualifications be presented as units of learning outcomes?
Competence matrix
In the VQTS model, learning outcomes in an occupational field are presented in a table structure. This table is termed
competence matrix. The learning outcomes are described as professional competences which provide information
about which core tasks a person can carry out in a specific work context. A competence matrix has the following
structure:
Competence areas: In the left-hand column of the table, the competence areas of professional activity in the
respective area are listed. They relate to the core tasks to be fulfilled in this area. These core tasks are empirically
derived from the world of work. The competence areas can also be understood as ‘units of learning outcomes’
in the meaning of ECVET.
Steps of competence development: On the horizontal axis - for every competence area - between two and
six successive steps of competence development are described. The progress of competence development is
expressed by the increasing requirement level of the described tasks (the activity situations become more complex and more dynamic, for example). In addition, key features of the professional context are included in the
descriptions (such as the typical tools, instruments and methods for the professional activity fields) and also
examples to illustrate the nature, complexity, etc. of core tasks and competences necessary to fulfil them.
VQTS II Kompetenzmatrix „Elektronik/Elektrotechnik“
net
www.VocationalQualification.net
Competence areas
Kompetenzbereiche
(Kernarbeitsaufgaben)
Stufen der Kompetenzentwicklung (Kompetenzentwicklungsschritte)
1. Vorbereiten, Planen,
Montieren und
Installieren elektrischer
und/oder elektronischer
Systeme für Gebäude
und industrielle
Anlagen
Er/Sie kann einfache elektrische
und elektronische Installationen
(Kabel, Steckdosen, Anschluss- und
Verteilungssysteme, Platinen,
modulare elektronische Komponenten,
Computerkomponenten) vorbereiten
und durchführen sowie die notwendigen
Verdrahtungen und Bestückungen
vornehmen und überprüfen.
2. Kontrollieren,
Warten und Instandhalten elektrischer und/
oder elektronischer
Systeme und Maschinen
Er/Sie kann grundlegende und
planmäßige Wartungsaufgaben,
Inspek tionen und Überprüfungen
an elek trischen und/oder elektronischen Geräten ausgehend von
Instandhaltungsplänen und vordefinierten Anweisungen durchführen
(z.B. Spannungstoleranzen überprüfen,
Austausch von Verschleißteilen
in Industrieanlagen, Schalt- und
Regelungssystemen, Elektromaschinen,
Rechnersysteme). Er/Sie kann die
hierfür not wendigen Mess- und
Prüfwerkzeuge einsetzen.
Er/Sie kann elektrische und modulare
elektronische Installationen planen,
vorbereiten und anschließen (z.B.
Energieversorgung in Privat- und
Geschäftsräumen inkl. Beleuchtung;
Wechsel- und Drehstrom; elektronische
Systeme als Verbaueinheiten, drahtloses
LAN, Multimediasysteme). Er/Sie kann
den Kunden beraten und die geeignetste
Realisierungsvariante entsprechend
Kundenspezifikationen auswählen.
Er/Sie kann komplexe elektrische und/oder elektronisch
vernetzte Installationen planen (z.B. Systeme der
Energieverteilung, Gebäudemanagementsysteme / KNX,
Regelungs- und Überwachungssysteme, Gebäudezugangssysteme, RFID Systeme) und anschlussfertig
durchführen. Nach Kundenanforderungen kann er/sie die
Funktionalität der Installation mit computergestütz ten
Werkzeugen konfigurieren, warten und diagnostizieren.
Steps of competence
development
Er/Sie kann präventive
Wartungsarbeiten und Justagearbeiten an industriellen Elektroeinrichtungen und Systemen
nach etablierten Ver fahren der
Qualitätssicherung durchführen
und dokumentieren (z.B. fortlaufende Überwachung von ...).
Er/Sie kann Verfügbarkeit und
Zustand elektrischer und/
oder elek tronischer Systeme
analysieren und bestimmen.
Er/Sie kann Unter suchungen
zur Wirkung von Einflussfaktoren auf die Zuverlässigkeit
und Leistung elektrischer/
elektronischer Systeme
durchführen und Ursachen für
Funktionsstörungen bestimmen
(z.B. Fehlerstromanalysen,
Leistungsfaktorkorrektur, EMC
Analyse).
Er/Sie kann Wartungs- und
Inspektionsverfahren für
elektrische/elektronische Systeme
auf der Grundlage sowohl von
Analysen des Produktions- und
Serviceprozesses als auch des
Qualitätsmanagements und der
Kundenanforderungen entwickeln
und dokumentieren. Er/Sie ist
in der Lage, entsprechende
Instandhaltungs-, Inspektionsund Qualitätssicherungspläne
zu entwickeln (z.B. MTBF einer
Fertigungsstraße optimieren,
die Energiereserveversorgung
planen).
In the VQTS projects, such competence matrixes have been drawn up for the areas ‘Mechatronics’ and ‘Electrical
engineering/electronics’.
28
3. Aufstellen, Inbetriebnehmen und Justieren
elektrischer und/oder
elektronischer Systeme
Er/Sie kann elektrische und/oder elektronische
Systeme gemäß Kundenanforderungen und
Anweisungen der technischen Dokumentation
auf stellen, einstellen und in Betrieb nehmen
(z.B. Einmessen von Frequenzkanälen für
ein Fernsehgerät, Grundeinstellungen eines
Frequenzumrichters oder thermodynamischen
Relais für einen Motor).
Er/Sie kann Systemtestparameter
für Aufstellung und Inbetriebnahme
von elektrischen und elek tronischen
Systemen bestimmen und Prüf verfahren
für die Einrichtung und Justage
auswählen und durchführen (z.B.
Schnittstellen im Multimediasystem,
Justage von Alarmanlagen oder einer
Aufzugssteuerung).
Er/Sie kann elektrische und/oder elektronische
Systeme sowie zugehörige Sensoren und Aktoren
nach Anforderungsanalyse auswählen, installieren,
justieren und parametrieren (z.B. Energieversorgungssysteme, Antriebssysteme, Elektromaschinen,
Richtfunkverbindungssysteme).
net
Competence Matrix „Electronics/Electrical Engineering“
www.VocationalQualification.net
Competence areas
(core work tasks)
Steps of competence development
1. Preparing, planning,
mounting and installing
electrical and/or
electronic systems for
buildings and industrial
applications
He/She can prepare and carry out simple
electrical and/or electronic installations
(e.g., cables, electrical outlets, connection
and distribution systems, modular electronic
components, computer components) as well
as carry out and check the necessary wirings
and mountings.
2. Inspecting, maintaining
and servicing electrical
and/or electronic
systems and machinery
He/She can carry out basic
and scheduled maintenance
tasks, inspections and checks
at electrical and/or electronic
equipment according to
maintenance schedules and
predefined instructions (e.g.,
checking voltage tolerances,
changing wearing parts in
industrial plants, switching
and control systems, electrical
machinery, computer systems).
He/She can use the measuring
and testing tools necessary for it.
3. Setting up, putting into
operation and adjusting
electrical and/or
electronic systems
He/She can set up, adjust and put into
operation electrical and/or electronic
systems (e.g., allocating frequency
channels for a TV set, basic settings of a
frequency converter or a thermo relay for
a motor) following customer requirements
and instructions from the technical
documentation.
4. Designing, modifying
and adapting wirings
and circuit boards
for electrical and/
or electronic systems
including their interfaces
He/She can modify, plan and
build up simple electrical and/
or electronic circuits according to
standards and guidelines (e.g.,
wiring for rooms, connection
diagram of basic motor circuits,
simple operational amplifier
applications, small programmable
control units).
5. Developing custom
designed electrical and/
or electronic projects
He/She can develop and propose solutions
for simple electrical and/or electronic system
based on customer requirements (e.g.,
lighting installations, power supply unit,
basic automation and control systems).
He/She can design electrical and/or
electronic systems (e.g., PLC program for
industrial applications, microcontroller
application, ensuring expansion capability)
and provide the necessary documentation
(operational, maintenance, safety
instructions, function, integration and
acceptance tests).
He/She can develop technical solutions for electrical
and/or electronic systems and applications (e.g.,
microcontroller board for heating and air condition,
RFID access system, new production line) and provide
appropriate documentation and customer training.
6. Supervising and
supporting work and
business processes
including quality
management
He/She can check process steps in the
production with suitable process tools
(e.g., PPS, ERP, MRP) and carry out quality
controls.
He/She can evaluate results of the process
monitoring with software tools and
determine quality assurance actions (work,
production and time schedules).
He/She can develop controlling methods in the
production (e.g. PPS, MRP, ERP) and process
planning/control and supervision (e.g. CAP) and
implement these with the help of software supported
systems.
7. Installing, configuring
modifying and testing
of application software
for setting up and
operating electrical and/
or electronic systems
He/She can install programmes
for hardware and software
environments and carry out
simple configuration tasks as well
as updates (e.g., starter software,
graphical programming for
measurement and automation).
He/She can select hardware and
software for production systems
following the business requirements
and test programmes.
He/She can integrate hardware
and software into existing system
environments and use simulation and
diagnostic programs (e.g. implement
and adapt a driver for a CAD/CAM
interface).
He/She can combine
hardware and software
to networked system
environments and carry out
network specific checks of all
signals and adapt by means
of software (e.g., OPC-Server,
process control system).
8. Diagnosing and repairing
of electrical/electronic
systems and equipment
He/She can carry out
standardized test procedures and
diagnostic methods using wiring
diagrams and test tools and carry
out simple repairs at electrical
and/or electronic systems (e.g.,
power measurement, level
measurement).
He/She can use testing and
diagnostic tools as well as expert
systems for the fault diagnosis at
electrical and/or electronic systems
up to the component level and carry
out the necessary repairs (e.g.,
software control test, spectrum
analyzer).
He/She can select and use diagnostic
methods for complex electrical and/
or electronic systems and carry
out preventative measures for the
avoidance of disturbances and
malfunctions in arrangement with
customers (e.g., detection of bit error
rate, over-voltage protection analyse).
He/She can carry out system
analyses (e.g., FMEA, FTA) of
electrical and/or /electronic
systems, determine error
types and develop suitable
diagnosis and repair methods
including preventative
measures.
He/She can plan, prepare and connect
electrical and modular electronic
installations (e.g., energy supply in private
and business premises, incl. lighting;
alternating and three-phase current;
electronic systems as units, wireless LAN,
multimedia systems). He/She can advice the
costumer and select the best implementation
according to customer specifications.
He/She can carry out and document
preventative maintenance and
alignment tasks at electrical and/or
electronic industrial appliances and
systems according to established
quality assurance methods (e.g.,
continuous monitoring of a CNC
machine tool)
He/She can analyse and determine
availability and condition of electrical
and/or electronic systems. He/She can
analyse influencing factors on reliability
and performance of electrical and/
or electronic systems and find causes
of malfunctions (e.g., leakage current
analysis, power factor correction, EMC
analysis).
He/She can obtain and set system test
parameters for setting up and operating
electrical and/or electronic systems and
select and carry out test procedures for
installation and adjustment (e.g., adjusting
interfaces in multimedia system, sensitivity
setting of alarm equipment, elevator
control unit).
He/She can modify, plan and build
up standard electrical and/or
electronic appliances according to
customer requirements and official
regulations (e.g., fire-warning
devices, layouts for electrical/
electronic wirings with the help of
CAD programmes, energy supply in
private and business premises).
He/She can plan complex electrical and/or
electronically networked installations (e.g., systems
of energy distribution, building management systems
/ KNX, regulation and monitoring systems, building
access systems, RFID-systems) and fully wire them.
He/She can configure, service and diagnose the
functionality of the installation according to customer
requirements and for this purpose can use computerassisted tools.
He/She can develop and
document maintenance
and inspection methods for
electric al/electronic systems
based on production and
service process analysis
as well as on quality
management and customer
requirements. He/She is
able to develop related
maintenance, inspection
and quality assurance plans
(e.g., optimizing MTBF of
a production line, planning
reserve power supply).
He/She can select, set up and adjust electrical and/
or electronic systems and their control including
accompanying sensors and actuators according to
requirement analysis (e.g., energy supply systems,
drive systems, electrical machinery, radio relay
systems).
He/She can design, build up and
improve electrical and/or electronic
applications and its interfaces together
with experts working in interdisciplinary
teams according to EMC standards
and confirming tests (e.g., electronic
control circuits and equipment, microcontroller applications, PLC and related
software).
He/She can design, build
up and configure devices,
facilities and units for process
control systems including
related programming and
considering complex system
requirements (e.g., controlled
drive systems, process
monitoring, automated
production line, real time
microcontroller applications
for car control, GSM data
transmission for monitoring
and remote control).
Acronyms
CAD:
CAP:
CAM:
CNC:
EMC:
ERP:
FMEA:
FTA:
GSM:
MRP:
Computer Aided Design
Computer Aided Planning
Computer Aided Manufacturing
Computer Numeric Control
Electro Magnetic Compatibility
Enterprise Resource Planning
Failure Mode and Effect Analysis
Failure Tree Analysis
Global System for Mobile Communications
Machine Resource Planning
MTBF:
OPC:
KNX:
LAN:
PLC:
PPS:
RFID:
Mean Time Between Failures
Object Linking Embedding for Process Control
Konnex is the most established standard for home and building electronic systems.
The Konnex technology is based on the well-tried EIB-System (European Installation
bus - EIB)
Local Area Network
Programmable Logic Control
Production Planning System
Radio Frequency Identification
29
net
Competence Matrix “Mechatronics”
Competence area
1. Maintaining and assuring
the reliability of mechatronic
systems
2. Installing and dismantling
mechatronic systems and
facilities
3. Installing and adjusting
mechatronic components in
systems and production lines
4. Designing, adapting,
and building mechatronic
systems and facilities on the
basis of client needs and
site plans
5. Putting mechatronic
systems into operation
and providing clients with
technical and economic
support
6. Supervising and
evaluating both the process
sequences of mechatronic
systems and facilities and
the operational sequence
(including quality assurance)
7. Installing, configuring,
programming and testing
hardware and software
components for control and
regulation of mechatronic
systems and facilities
8. Preparing and distributing
the technical information
for adjustment of each
enterprise’s mechatronic
systems
9. Diagnosing and
repairing malfunctions with
mechatronic systems and
facilities, advising clients on
avoiding malfunctions, and
modifying and expanding
mechatronic systems
30
www.VocationalQualification.net
Steps of competence development
He/She can perform the basic
scheduled maintenance on
mechatronic machines and systems
and adhere to the equipment
maintenance plans.
He/She can master the
He/She can use preventive
He/She can develop the necessary
maintenance procedures for
maintenance to assure the trouble- procedures for maintenance of
mechatronic systems such as the free operation of mechatronic
mechatronic devices and systems, and
use of service documents and
systems. In addition, he/she can
can schedule the maintenance and
maintenance plans and, if faced
modify operational sequences
quality-assurance procedures.
with new challenges, can make
to implement quality-assurance
the necessary adaptations.
measures
He/She can use written instructions to install
He/She can master the installation and
He/She can provide independent mechatronic solutions
and dismantle individual components (e.g.,
dismantling of mechatronic systems
for the construction of production lines, assure their
sensors, actuators, drives, motors, transport
that use several technologies (e.g.,
overall ability to function, and, in addition, can use both
systems, racks) that form a functional group of
mechanics, hydraulics, pneumatics,
existing and modified standard components.
mechatronic systems.
electrical-mechanics, electronics), set up
the connexion technology, and check the
efficiency of the overall system.
He/She is able to install and adjust standardized He/She can install and adjust components He/She can install and adjust complex mechatronic
mechatronic components (e.g., individual electro- of mechatronic subsystems (e.g., linear
facilities that include diverse technologies and
pneumatic valves, sensor and actuator units).
drives, measuring systems, transport
instrumentation and control (I&C) equipment, adjust
systems).
the associated parameters, test the facilities overall
functions, and assure their reliability
He/She can make
He/She can
independent adaptations independently develop
to the various devices
complex mechatronic
(including selection of
systems and can
drives, sensors, PLC) and calculate the economic
can use CNC programs for usefulness of the
building the system. He/ system. He/She can
She can, through a digital optimise CNC programs
mock up, assemble and
for the manufacturing
simulate the functioning of complex mechatronic
system and use computer- devices and systems
aided computations
and monitor the
(e.g., FEM). He/She can automated quantity of
perform cost-benefit
an open loop control
analyses (e.g., as a basis system.
for deciding whether
components should be
bought or individually
constructed.)
He/She can evaluate
He/She can direct, including
He/She can, according to
He/She, after considering He/She, after considering
specifications and blueprints, the enterprise’s needs and all basic conditions, can
customer requirements for
scheduling and time
put mechatronic devices
basic conditions, can put master the start-up of
mechatronic facilities, develop management, the start-up of
into operation and provide
the mechatronic systems interconnected mechatronic solutions, and can plan the
the project from the creation
support to the client in the
into operation, create the systems and machines, and system’s implementation and of a proposal to the client’s
hand-over phase.
necessary documentation, can provide the necessary operation.
acceptance.
documentation including a
advise the customer
manual. He/She can review
on safe operations of
client needs and configure
the devices, and advise
on future technology
machines that provide
selection.
solutions. He/She can
train the customer where
necessary and provide
support for safe operating
procedures.
He/She can supervise process He/She can independently He/She can operate and
He/She can master the
He/She can optimise the
sequences according to
supervise the process
supervise mechatronic
monitoring of complex
process cycles of mechatronic
specifications as well as
sequences, evaluate
facilities, choose testing
mechatronic systems using
production lines, provide
implement any requested
the results, operate an
and monitoring plans, set virtual instruments and PPS
instructions on modifying the
quality-control measures.
accompanying statistic
up the accompanying SPC, systems as well as open loop PPS systems (e.g., adjustment
control for the optimisation
to SAP systems) and introduce
process control (SPC) for seek the optimal results
of the production line
of machinery arrangement,
quality systems for continuous
the quality control plan,
improvement processes
and prepare simple work according to material-flow, material flow analysis, and
(CIP/KVP).
schedules, including
and provide work schedules scheduling.
production schedule and including standard
time management.
production times.
He/She is able to install and
He/She can master the selection He/She can integrate and configure He/She can develop, test, and configure
configure programs for hardware
of hardware and software for
program-, control-, and regulation- hardware and software solutions for
and software components as well as mechatronic systems (e.g.,
mechanisms in mechatronic
networked mechatronic systems; and
set up simple programmable logic
sensors, actuators, interfaces,
systems, program simple devices
can monitor system conditions with
control programs (PLC).
communication procedures)
(in co-operation with developers), suitable measuring and visualisation
and can provide and test simple
and simulate the program
tools.
programmable logic control
sequence before start-up.
programs (PLC) according to
production process requirements.
He/She can provide descriptions and designs of
He/She can fully understand the
He/She is able to analyse complex operational
mechatronic subsystems and is familiar with the
management of technical information
sequences separately in order to understand the
basic CAD applications.
documents for mechatronic systems and
connections and draw up maintenance and production
can prepare and adapt these documents procedures. He/She can understand that the system
according to an enterprise’s specific
parameters are important for the equipments’ functions
operating requirements.
and can independently assess and document the wear
and general conditions of the mechatronic equipment.
He/She can use machine
tools controlled either
manually or via computerprogram to fabricate
(according to production
designs and customer
requirements) the
individual components for
mechatronic systems. He/
she can provide simple
designs and descriptions
of mechatronic
subsystems and can use
basic CAD applications.
He/She can build simple
mechatronic subsystems
by using engineering
drawing and can install
the devices according
to specific production
needs. He/She can act
on extensive knowledge
of standards and
regulations (e.g., on
surface treatments)
and is able to use
CAD’s more advanced
functions (e.g.,
interference check).
He/She can diagnose and repair
errors and malfunctions on the
simple components and devices in
the mechatronic systems. He/She
can use the necessary checking,
measuring, and diagnostic tools.
He/She can build
mechatronic systems
by using both
original construction
techniques and
previously designed
parts. He/She fully
understands CAD
functions and can
document system
developments
(e.g., parts lists,
descriptions of
function, operating
instructions).
He/She can independently
correct problems in mechatronic
production equipment with
the help of (computer-aided)
diagnostic systems and the use of
expert systems, databases, and
error documentations.
He/She can
design and build
autonomous
mechatronic
subsystems and, with
suitable measuring
and testing facilities,
can assess the
necessary production
accuracy. He/She can
document the results
with quality-control
systems.
He/She can diagnose and repair
errors and disturbances in complex
mechatronic equipment and is
able to advise clients on how to
avoid sources of malfunctions
through changes or upgrades in the
equipment and system.
He/She can develop, through analyses
of malfunctions in the mechatronic
equipment, a monitoring and
diagnostic system
31
Competence profiles
Competence profiles are created based on a competence matrix:
The competence profile of a VET programme or qualification (‘organisational profile’) is shown by identifying the associated competence areas and steps of competence development (such as by comparing a curriculum or training plan
with the descriptions of the competence matrix) on the matrix. An organisational profile created in this way therefore
mirrors the width and scope of the competence development that can be achieved in a specific VET programme in
the occupational area of a competence matrix. As VET programmes can also comprise additional professional competences which are not part of the competence matrix, this should be specified as additional information to the
competence profiles.
Based on an organisational profile it is also possible to map the competence profile of a person in training at various
points in time (‘individual profile’), thus making visible this person’s respective current status of competence development.
net
Competence Matrix „Electronics/Electrical Engineering“
Individual profile
(orange)
www.VocationalQualification.net
Competence areas
(core work tasks)
Steps of competence development
1. Preparing, planning,
mounting and installing
electrical and/or
electronic systems for
buildings and industrial
applications
He/She can prepare and carry out simple
electrical and/or electronic installations
(e.g., cables, electrical outlets, connection
and distribution systems, modular electronic
components, computer components) as well
as carry out and check the necessary wirings
and mountings.
2. Inspecting, maintaining
and servicing electrical
and/or electronic
systems and machinery
He/She can carry out basic
and scheduled maintenance
tasks, inspections and checks
at electrical and/or electronic
equipment according to
maintenance schedules and
predefined instructions (e.g.,
checking voltage tolerances,
changing wearing parts in
industrial plants, switching
and control systems, electrical
machinery, computer systems).
He/She can use the measuring
and testing tools necessary for it.
3. Setting up, putting into
operation and adjusting
electrical and/or
electronic systems
He/She can set up, adjust and put into
operation electrical and/or electronic
systems (e.g., allocating frequency
channels for a TV set, basic settings of a
frequency converter or a thermo relay for
a motor) following customer requirements
and instructions from the technical
documentation.
4. Designing, modifying
and adapting wirings
and circuit boards
for electrical and/
or electronic systems
including their interfaces
He/She can modify, plan and
build up simple electrical and/
or electronic circuits according to
standards and guidelines (e.g.,
wiring for rooms, connection
diagram of basic motor circuits,
simple operational amplifier
applications, small programmable
control units).
5. Developing custom
designed electrical and/
or electronic projects
He/She can develop and propose solutions
for simple electrical and/or electronic system
based on customer requirements (e.g.,
lighting installations, power supply unit,
basic automation and control systems).
He/She can design electrical and/or
electronic systems (e.g., PLC program for
industrial applications, microcontroller
application, ensuring expansion capability)
and provide the necessary documentation
(operational, maintenance, safety
instructions, function, integration and
acceptance tests).
He/She can develop technical solutions for electrical
and/or electronic systems and applications (e.g.,
microcontroller board for heating and air condition,
RFID access system, new production line) and provide
appropriate documentation and customer training.
6. Supervising and
supporting work and
business processes
including quality
management
He/She can check process steps in the
production with suitable process tools
(e.g., PPS, ERP, MRP) and carry out quality
controls.
He/She can evaluate results of the process
monitoring with software tools and
determine quality assurance actions (work,
production and time schedules).
He/She can develop controlling methods in the
production (e.g. PPS, MRP, ERP) and process
planning/control and supervision (e.g. CAP) and
implement these with the help of software supported
systems.
7. Installing, configuring
modifying and testing
of application software
for setting up and
operating electrical and/
or electronic systems
He/She can install programmes
for hardware and software
environments and carry out
simple configuration tasks as well
as updates (e.g., starter software,
graphical programming for
measurement and automation).
He/She can select hardware and
software for production systems
following the business requirements
and test programmes.
He/She can integrate hardware
and software into existing system
environments and use simulation and
diagnostic programs (e.g. implement
and adapt a driver for a CAD/CAM
interface).
He/She can combine
hardware and software
to networked system
environments and carry out
network specific checks of all
signals and adapt by means
of software (e.g., OPC-Server,
process control system).
8. Diagnosing and repairing
of electrical/electronic
systems and equipment
He/She can carry out
standardized test procedures and
diagnostic methods using wiring
diagrams and test tools and carry
out simple repairs at electrical
and/or electronic systems (e.g.,
power measurement, level
measurement).
He/She can use testing and
diagnostic tools as well as expert
systems for the fault diagnosis at
electrical and/or electronic systems
up to the component level and carry
out the necessary repairs (e.g.,
software control test, spectrum
analyzer).
He/She can select and use diagnostic
methods for complex electrical and/
or electronic systems and carry
out preventative measures for the
avoidance of disturbances and
malfunctions in arrangement with
customers (e.g., detection of bit error
rate, over-voltage protection analyse).
He/She can carry out system
analyses (e.g., FMEA, FTA) of
electrical and/or /electronic
systems, determine error
types and develop suitable
diagnosis and repair methods
including preventative
measures.
He/She can plan, prepare and connect
electrical and modular electronic
installations (e.g., energy supply in private
and business premises, incl. lighting;
alternating and three-phase current;
electronic systems as units, wireless LAN,
multimedia systems). He/She can advice the
costumer and select the best implementation
according to customer specifications.
He/She can carry out and document
preventative maintenance and
alignment tasks at electrical and/or
electronic industrial appliances and
systems according to established
quality assurance methods (e.g.,
continuous monitoring of a CNC
machine tool)
He/She can analyse and determine
availability and condition of electrical
and/or electronic systems. He/She can
analyse influencing factors on reliability
and performance of electrical and/
or electronic systems and find causes
of malfunctions (e.g., leakage current
analysis, power factor correction, EMC
analysis).
He/She can obtain and set system test
parameters for setting up and operating
electrical and/or electronic systems and
select and carry out test procedures for
installation and adjustment (e.g., adjusting
interfaces in multimedia system, sensitivity
setting of alarm equipment, elevator
control unit).
He/She can modify, plan and build
up standard electrical and/or
electronic appliances according to
customer requirements and official
regulations (e.g., fire-warning
devices, layouts for electrical/
electronic wirings with the help of
CAD programmes, energy supply in
private and business premises).
He/She can plan complex electrical and/or
electronically networked installations (e.g., systems
of energy distribution, building management systems
/ KNX, regulation and monitoring systems, building
access systems, RFID-systems) and fully wire them.
He/She can configure, service and diagnose the
functionality of the installation according to customer
requirements and for this purpose can use computerassisted tools.
He/She can develop and
document maintenance
and inspection methods for
electric al/electronic systems
based on production and
service process analysis
as well as on quality
management and customer
requirements. He/She is
able to develop related
maintenance, inspection
and quality assurance plans
(e.g., optimizing MTBF of
a production line, planning
reserve power supply).
He/She can select, set up and adjust electrical and/
or electronic systems and their control including
accompanying sensors and actuators according to
requirement analysis (e.g., energy supply systems,
drive systems, electrical machinery, radio relay
systems).
He/She can design, build up and
improve electrical and/or electronic
applications and its interfaces together
with experts working in interdisciplinary
teams according to EMC standards
and confirming tests (e.g., electronic
control circuits and equipment, microcontroller applications, PLC and related
software).
Organisational profile
(orange and yellow)
He/She can design, build up
and configure devices, facilities
and units for process control
systems including related
programming and considering
complex system requirements
(e.g., controlled drive systems,
process monitoring, automated
production line, real time
microcontroller applications
for car control, GSM data
transmission for monitoring
and remote control).
Acronyms
CAD:
CAP:
CAM:
CNC:
EMC:
ERP:
FMEA:
FTA:
GSM:
MRP:
Computer Aided Design
Computer Aided Planning
Computer Aided Manufacturing
Computer Numeric Control
Electro Magnetic Compatibility
Enterprise Resource Planning
Failure Mode and Effect Analysis
Failure Tree Analysis
Global System for Mobile Communications
Machine Resource Planning
MTBF:
OPC:
KNX:
LAN:
PLC:
PPS:
RFID:
Mean Time Between Failures
Object Linking Embedding for Process Control
Konnex is the most established standard for home and building electronic systems.
The Konnex technology is based on the well-tried EIB-System (European Installation
bus - EIB)
Local Area Network
Programmable Logic Control
Production Planning System
Radio Frequency Identification
The VQTS model provides a ‘common language’ to describe competences and their acquisition and furthermore provides the option to relate these competence descriptions to the competences acquired in VET programmes. Both viewpoints - the world of VET and the world of work - are therefore included in the VQTS model.
c) How can ECVET points be awarded?
In the VQTS model, points express the duration of competence development and therefore build on the learner’s assumed workload necessary to achieve a level of competence development. In line with the ECVET recommendation,
a learner can acquire a maximum of 60 points a year in a typical VET programme. The total number of points of a VET
programme is first allocated to the organisational profile and then distributed to the competence areas.
In order to determine this allocation, it is possible to assign a curriculum or the ‘schedule of lessons’ of a VET programme to an organisational profile and use the assumed time a person in VET spends in the individual learning
phases (such as in lectures, for exam preparations, in practical work in workshops or companies) to calculate the
percentage rates of the distribution to the competence areas. In the next step, the points are distributed to the
steps of competence development.
32
Points can also be assigned to an individual profile: They are attributed to the individual learner depending on the
acquired competences and the steps of competence development he/she has reached. Here the number of points
assigned to the steps of competence develop-ment in the individual profile corresponds with the points allocated to
the respective steps of competence development in the organisational profile.
Competence profile certificate
To present the competence profiles including the allocated points, a competence profile certificate is developed in
the VQTS model. It can be prepared both for an organisational profile and for an individual profile which relates to it.
General information:
Title of VET provider/programme
Duration of programme
EQF level
Name of person responsible for issuing the
certificate
Name of person in training
Date of issue
Competence Profile Certificate (CPC)
Training Provider:
Training Programme:
Duration of the training:
EQF level:
Responsible person for issuing the CPC:
Person in training:
Date:
Competence Areas
Steps of competence development
(core work tasks)
Credit Points
1. Preparing, planning,
5
5
mounting and installing …
2. Inspecting, maintai5
5
ning and servicing…
3. Setting up, putting
10
10
into operation…
4. Designing, modifying
5
5
and adapting…
5. Developing custom
10
10
designed…
6. Supervising and
5
10
supporting work…
7. Installing, configuri10
15
ng, modifying…
8. Diagnosing and
5
10
repairing…
Credit points for the vocational profile
Credit Points Credit Points
Org. Profile Individ. Profile
10
10
15
10
20
10
Individual profile
(orange)
30
10
Points – organisational profile
15
35
20
Points – individual profile
10
25
15
25
50
25
10
25
15
220
115
20
5
240
120
5
10
10
Additional competences:
Total credit points
Further remarks:
Organisational profile
(orange and yellow)
20
Additional information: such as information
about competences which are not directly
im¬portant for the occupational profile and
the related number of points
Other notes:
such as about the differences between the
descriptions contained in the organisational
profile and the individual profile and the
curriculum or training plan
d) Taking into account the competences which are already available, how can the competences
which will be acquired abroad be identified?
Before the mobility stay
The competence profile certificate for an organisational profile forms a central element of a memorandum of understanding. It provides transparent information about the respective VET programmes or qualifications in the home
and host country. The main aspect of the memorandum of understanding is the specification of those parts of a VET
programme for which competence development is basically possible during a stay abroad. This can be done by adding
references to the respective areas of the organisational profiles. If the organisational profiles of the VET programmes
in the home country and receiving country are very similar, this agreement can also relate to the entire competence
profile. In other cases, in turn, only specific competence areas or steps of competence development are eligible for
mobility phases.
33
The learning agreement includes the competence profile certificate with the individual profile for a mobile learner
to document the learner’s already acquired competences. On this basis it is specified which competence areas and
steps of competence development should be the focus of the specific mobility phase. An individual development plan
for the learner should be added to the appendix of the learning agreement or prepared at the beginning of the stay
abroad. This plan should describe the tasks to be conducted and/or courses to be attended in line with his/her competence level and which are necessary for reaching the agreed steps of competence development.
After the mobility stay
Upon conclusion of the mobility phase, the competent office in the receiving country (such as the training institution)
updates the competence profile certificate by stating which step(s) has (have) been reached fully or partly, and sends it
to the competent office in the home country. This office uses the document to examine if the competences laid down
in the learning agreement have been acquired. If everything has run properly, the updated competence profile certificate is validated, the appropriate number of points is assigned and the document handed over to the mobile learner.
2. Format templates
This section contains suggestions for format templates that can be used in the implementation of ECVET. These
format templates include the key elements for the respective document but need to be specified for the specific
area of application. Where necessary, categories or text fields can be added or deleted.
34
1.
Analysis of qualifications: This document can be used to analyse qualifications which are not described
as learning outcome-oriented, to structure them into units and to allocate points. This aims to support
the comparison of qualifications and the identification of learning outcomes of relevance for mobility
(➔ ECVET in practice > Step 2 > Option 1).
2.
Description of units of learning outcomes and ECVET points: This document can be used to describe in greater detail the mobility-relevant learning outcomes and also the procedures and criteria of their assessment
for a memorandum of understanding and/or learning agreement. (➔ ECVET in practice > Step 3).
3.
Memorandum of understanding: This format template can be used as the basis for pre-paring a specific
memorandum of understanding (➔ ECVET in practice > Step 3).
4.
Learning agreement: This format template can be used as the basis for preparing a spe-cific learning agreement (➔ ECVET in practice > Step 3).
5.
Personal transcript: This format template can be used as the basis for preparing a per-sonal transcript to
document the knowledge, skills and competence acquired abroad (➔ ECVET in practice > Step 7).
-
1.
2.
List of documents used (such as curriculum, training plan, certificate supplement) incl. links (German and English):
...
Learning outcomes (knowledge, skills, competence)
NQR:
Core tasks/activities/processes
Level of qualification: EQR:
Title of qualification:
Analysis of qualifications
Total
ECVET points
NQF:
- -
- -
-
- --
Lernergebnisse:
-Lernergebnisse:
-
Gültigkeitsdauer
Gültigkeitsdauer
der
der
Einheit
Einheit
(falls
(falls
relevant):
relevant):
Learning outcomes
ECVET-Punkte:
ECVET-Punkte:
The validity in time of the unit (where relevant):
Niveau
Niveau
der
der
Qualifikation:
Qualifikation:
EQF:
Level of qualification:
Bezeichnung
Bezeichnung
der
der
Qualifikation:
Qualifikation:
Title of unit:
Titel
Titel
der
der
Einheit
Einheit
Qualification:
Beschreibung
Beschreibung
von
von
Einheiten
Einheiten
von
vonLernergebnissen
Lernergebnissen
inkl.
( inkl.ECVET-Punkte)
ECVET-Punkte)
Description of
units
of learning
outcomes (incl.( ECVET
points)
Unit:
Einheit
Einheit
NQR
NQR
Verfahren
Verfahren
und
und
Kriterien
Kriterien
fürfür
diedie
Bewertung
Bewertung
Procedures and criteria for assessment
Qualifikationen
Qualifikationen
EQR
EQR
ECVET points:
3.
Partnerschaftsvereinbarung(Memorandum
(Memorandumof
ofUnderstanding)
Understanding)
3. Partnerschaftsvereinbarung
3. Memorandum of understanding
Informationen über die Partner
Informationen über die Partner
Die beteiligten Partnerorganisationen können unterschiedliche Funktionen haben. Es kann sich dabei um
Die
beteiligten
Partnerorganisationen
können unterschiedliche Funktionen haben. Es kann sich dabei um AusInformation
about
the(Schulen,
partnersBetriebe)
Ausbildungsanbieter
im Heimat- und Gastland handeln, aber auch um andere Einrichtunbildungsanbieter
(Schulen,involved
Betriebe)can
imhave
Heimatund Gastland
handeln,
auch um
andere Einrichtungen,
The
different
functions.
They canaber
be training
providers
(schools,
comgen,partner
die dazuorganisations
befugt sind, Partnerschaftsvereinbarungen
abzu-schließen.
Die
Vereinbarung
sollte
die relevandie dazuinbefugt
sind,or
Partnerschaftsvereinbarungen
abzuschließen.
Die Vereinbarung
sollte
die relevanten
Konpanies)
the
home
host
country
but
also
other
institutions
authorised
to
conclude
memoranda
of
underten Kontaktinformationen von allen beteiligten Einrichtungen enthalten sowie deren Funktionen und Rollen
taktinformationen
von
allen
beteiligten
Einrichtungen
enthalten
sowie
deren
Funktionen
und
Rollen
erläutern.
standing.
contain
relevant contact information of all institutions involved and their
erläutern.The
(Beiagreement
Bedarf sindshould
wei-tere
Felderthe
hinzuzufügen!)
(Bei Bedarfand
sind
weitere
Felder
hinzuzufügen!)
functions
roles.
(Where
necessary,
add fields!)
Land [A]:
Country
[A]:
Institution/function:
Role - please tick as appropriate:
sending institution
host institution
sending and host institution
Address:
Telephone/fax:
E-mail:
Website:
Represented by (name and function):
Telephone/fax:
E-Mail:
Land
Land [B]:
[B]:
Institution/function:
Role - please tick as appropriate:
sending institution
host institution
sending and host institution
Adresse:
Telephone/fax:
36
36
37
E-Mail:
E-Mail:
E-Mail:
E-Mail:
E-Mail:
Website:
E-Mail:
Website:
Website:
Website:
Website:
Represented
by (name and function):
Website:
Vertreten durch (Name und Funktion):
Vertreten
durch
(Name and
und function):
Funktion):
Represented by (name
Vertreten
durch (Name und Funktion):
Telephone/fax:
Vertreten
durch (Name und Funktion):
Telefon/Fax:
Telefon/Fax:
Telephone/fax:
Telefon/Fax:
E-Mail:
Telefon/Fax:
E-Mail:
E-Mail:
E-Mail:
E-Mail:
E-Mail:
Grundlegende Zieleder
der Partnerschaftsvereinbarung
Grundlegende
Grundlegende Ziele
Ziele derPartnerschaftsvereinbarung
Partnerschaftsvereinbarung
Grundlegende
Ziele
der
Partnerschaftsvereinbarung
Die
Partnerschaftsvereinbarung
bildet den
Rahmen für die
Zusammenarbeit
und
die
Vernetzung
der
Partner,
Grundlegende
Ziele
der
Partnerschaftsvereinbarung
Die
Partnerschaftsvereinbarung
bildet
Rahmen
die Zusammenarbeit
Zusammenarbeit und
und die
die Vernetzung
Vernetzung der
derPartner,
Partner,
Grundlegende
Ziele
der
Partnerschaftsvereinbarung
Basic
objectives
of
the
memorandum
understanding
Die
Partnerschaftsvereinbarung
bildetofden
den
Rahmen für
für die
Grundlegende Ziele der Partnerschaftsvereinbarung
Die
Partnerschaftsvereinbarung
bildet
den
Rahmen
für
die
Zusammenarbeit
und
die
Vernetzung
der
Partner,
wodurch
eine
gegenseitige
Vertrauensbasis
begründet
werden
soll.
Sie
halten
fest,
dass
die
PartnerinstitutiGrundlegende
Ziele
der
Partnerschaftsvereinbarung
Die
Partnerschaftsvereinbarung
bildet
den
Rahmen
für
die
Zusammenarbeit
und
die
Vernetzung
der
Partner,
wodurch
eine
Vertrauensbasis
begründet
soll.
Sie
fest,
dass
die
Zusammenarbeit
und
die
Vernetzung
derPartner,
Partner,
Die
Partnerschaftsvereinbarung
bildet
für
die
The
memorandum
of understanding
forms
the framework
for
cooperation
and
networking
between
the
wodurch
eine gegenseitige
gegenseitige
Vertrauensbasis
begründet
werden
soll.
Siehalten
halten
fest,
dass
diePartnerinstitutioPartnerinstitutiDie
Partnerschaftsvereinbarung
bildet den
den Rahmen
Rahmen
für werden
die
Zusammenarbeit
und
die
Vernetzung
der
wodurch
eine
gegenseitige
Vertrauensbasis
begründet
werden
soll.
Sie
halten
fest,
dass
die
Partnerinstitutionen
–entsendende
entsendende
und
aufnehmende
Einrichtung
– gegenseitig
ihre
jeweiligen
Kriterien
und
Verfahren
für
Die
Partnerschaftsvereinbarung
bildet
den
Rahmen
für
die
Zusammenarbeit
und
die
Vernetzung
der Partner,
wodurch
eine
gegenseitige
Vertrauensbasis
begründet
werden
soll.
Sie
halten
fest,
dass
die
Partnerinstitutinen
–
und
aufnehmende
Einrichtung
–
gegenseitig
ihre
jeweiligen
Kriterien
und
Verfahren
für
die
wodurch
eine
gegenseitige
Vertrauensbasis
begründet
werden
soll.
Sie
halten
fest,
dass
die
Partnerinstitutiopartners
and,
in
this
way,
aims
to
establish
mutual
trust.
It
is
laid
down
that
the
partner
organisations
onen – entsendende
und aufnehmende
Einrichtung
– gegenseitig
ihre
Kriterien
Verfahren für
wodurch
eine gegenseitige
Vertrauensbasis
begründet
werden soll.
Siejeweiligen
halten fest,
dass dieund
Partnerinstitutionen
–
entsendende
und
aufnehmende
Einrichtung
–
gegenseitig
ihre
jeweiligen
Kriterien
und
Verfahren
für
die
Qualitätssicherung,
Bewertung,
Validierung
und
Anerkennung
von
Kenntnisse,
Fertigkeiten
und
Kompewodurch
eine
gegenseitige
Vertrauensbasis
begründet
werden
soll.
Sie
halten
fest,
dass
die
Partnerinstitutionen
–
entsendende
und
aufnehmende
Einrichtung
–
gegenseitig
ihre
jeweiligen
Kriterien
Verfahren
für
Qualitätssicherung,
Bewertung,
Validierung
und
Anerkennung
von
Kenntnisse,
Fertigkeiten
und
Kompetenzen
nen
–
entsendende
und
aufnehmende
Einrichtung
–
gegenseitig
ihre
jeweiligen
Kriterien
und
Verfahren
für
die
-onen
sending
and hosting
institution
-Validierung
mutually
accept
their respective
criteria and
procedures
forKompequality
die
Qualitätssicherung,
und –Anerkennung
vonjeweiligen
Kenntnisse,
Fertigkeiten
und
– entsendende
undBewertung,
aufnehmende
Einrichtung
gegenseitig
ihre
Kriterien
und Verfahren
für
die
Qualitätssicherung,
Bewertung,
Validierung
und
Anerkennung
von
Kenntnisse,
Fertigkeiten
und
Kompetenzen
zum
Zwecke
ihrer
Übertragung
akzeptieren.
Werden
zwischen
den
Partnern
weitere
Ziele
vereinbart,
onen
–
entsendende
und
aufnehmende
Einrichtung
–
gegenseitig
ihre
jeweiligen
Kriterien
und
Verfahren
für
die
Qualitätssicherung,
Bewertung,
Validierung
und
Anerkennung
von
Kenntnisse,
Fertigkeiten
und
Kompezum
Zwecke
ihrer
Übertragung
akzeptieren.
Werden
zwischen
den
Partnern
weitere
Ziele
vereinbart,
so
sollten
Qualitätssicherung,
Validierung
und Anerkennung
von Kenntnisse,
Fertigkeiten
und
assurance,
validation
and
recognition
of knowledge,
skills
and
competence
forKompetenzen
the
purpose
tenzen
zumassessment,
ZweckeBewertung,
ihrer
Übertragung
akzeptieren.
zwischen
den
Partnern
weitere
Ziele
vereinbart,
die
Qualitätssicherung,
Bewertung,
Validierung
undWerden
Anerkennung
von
Kenntnisse,
Fertigkeiten
und
Kompetenzen
zum
Zwecke
ihrer
Übertragung
akzeptieren.
Werden
zwischen
Partnern
weitere
Ziele
vereinbart,
so
sollten
auch
diese
inShould
die
Partnerschaftsvereinbarung
aufgenommen
werden.
die
Qualitätssicherung,
Bewertung,
Validierung
und
Anerkennung
vonden
Kenntnisse,
Fertigkeiten
und
Kompetenzen
zum
Zwecke
ihrer
Übertragung
akzeptieren.
Werden
zwischen
den
Partnern
weitere
Ziele
vereinbart,
auch
diese
in
die
Partnerschaftsvereinbarung
aufgenommen
werden.
zum
Zwecke
ihrer
Übertragung
akzeptieren.
Werden
zwischen
den
Partnern
weitere
Ziele
vereinbart,
so
sollten
of
transferring
them.
the
partners
agree
on
further
objectives,
these
should
also
be
included
in the
so
sollten
auch
diese
in
die
Partnerschaftsvereinbarung
aufgenommen
werden.
tenzen zum Zwecke ihrer Übertragung akzeptieren. Werden zwischen den Partnern weitere Ziele vereinbart,
so
sollten
auch
diese
in
die
Partnerschaftsvereinbarung
aufgenommen
werden.
tenzen
zum
Zwecke
ihrer
Übertragung
akzeptieren.
Werden
zwischen
den
Partnern
weitere
Ziele
vereinbart,
so sollten
auch
diese
in die Partnerschaftsvereinbarung
aufgenommen
werden.
auch
diese
in
die
Partnerschaftsvereinbarung
aufgenommen
werden.
memorandum
of
understanding.
so sollten auch diese in die Partnerschaftsvereinbarung aufgenommen werden.
so sollten auch diese in die Partnerschaftsvereinbarung aufgenommen werden.
Werden weitere Ziele vereinbart? Bitte zutreffendes ankreuzen:
Are other objectives agreed on? Please tick as appropriate:
Werden
Werden
weitere Ziele
Ziele vereinbart?
vereinbart? Bitte
Bitte zutreffendes
zutreffendes ankreuzen:
ankreuzen:
Neinweitere
Are other
objectives agreed on? Please tick as appropriate:
No weitere
Werden
Ziele
vereinbart?
Bitte
zutreffendes
ankreuzen:
Ja - und zwar:
Nein
Nein
Yes
- these are:
No
Ja
Ja -- und
und zwar:
zwar:
Nein
Yes - these are:
Ja - und zwar:
Geltungsdauer der Partnerschaftsvereinbarung
Geltungsdauer der
derPartnerschaftsvereinbarung
Partnerschaftsvereinbarung
Geltungsdauer
Geltungsdauer
der kann
Partnerschaftsvereinbarung
In
manchen Fällen
es angebracht sein, die Vereinbarung auf einige wenige Jahre abzuschließen; in anGeltungsdauer
der
Partnerschaftsvereinbarung
In
manchen Fällen
Fällen
kann
esangebracht
angebrachtsein,
sein,die
dieVereinbarung
Vereinbarungauf
aufeinige
einigewenige
wenigeJahre
Jahreabzuschließen;
abzuschließen;
in
anGeltungsdauer
derthe
Partnerschaftsvereinbarung
andeIn
manchen
kann
es
Geltungsdauer
der
Partnerschaftsvereinbarung
Validity
in
time
of
memorandum
of Geltungsdauer
understanding
In
manchen
Fällen
kann
es
angebracht
sein,
auf
wenige
abzuschließen;
in
anderen
Fällen wiederum
isteseine
längere
besser geeignet.
Grundsätzlich
wird
jedoch eineinDauer
Geltungsdauer
der kann
Partnerschaftsvereinbarung
In
manchen
Fällen
angebracht
sein, die
die Vereinbarung
Vereinbarung
auf einige
einige
wenige Jahre
Jahrewird
abzuschließen;
in
anderen
Fällen
wiederum
ist
eine
längere
Geltungsdauer
besser
geeignet.
Grundsätzlich
jedoch
eine
Dauer
In
manchen
Fällen
kann
es
angebracht
sein,
die
Vereinbarung
auf
einige
wenige
Jahre
abzuschließen;
in
anren
Fällen
wiederum
ist
eine
längere
Geltungsdauer
besser
geeignet.
Grundsätzlich
wird
jedoch
eine
Dauer
von
in
andemanchen
Fällen
kann
es
angebracht
sein,
die
Vereinbarung
auf
einige
wenige
Jahre
abzuschließen;
In
some
cases
it
can
be
useful
to
conclude
the
agreement
with
a
validity
of
a
few
years;
in
other
cases,
a
longer
deren
Fällen
ist
längere
besser
Grundsätzlich
jedoch
von
mehreren
Jahren
empfohlen.
In manchen
Fällen
kann
angebracht
sein, die Vereinbarung
auf einige
wenige Jahrewird
abzuschließen;
in anderen
Fällen wiederum
wiederum
isteseine
eine
längere Geltungsdauer
Geltungsdauer
besser geeignet.
geeignet.
Grundsätzlich
wird
jedoch eine
eine Dauer
Dauer
von
mehreren
Jahren
empfohlen.
deren
Fällen
wiederum
ist
eine
längere
Geltungsdauer
besser
geeignet.
Grundsätzlich
wird
jedoch
eine
Dauer
mehreren
Jahren
empfohlen.
ren
Fällen
wiederum
ist
eine
längere
Geltungsdauer
besser
geeignet.
Grundsätzlich
wird
jedoch
eine
Dauer
von
period
of
validity
will
be
more
appropriate.
In
principle,
however,
a
period
of
several
years
is
recommended.
von
Jahren
deren
Fällen wiederum
ist eine längere Geltungsdauer besser geeignet. Grundsätzlich wird jedoch eine Dauer
von mehreren
mehreren
Jahren empfohlen.
empfohlen.
von
mehreren
Jahren
empfohlen.
mehreren
Jahren
empfohlen.
von mehreren
Jahren
empfohlen.
Die Partnerschaftsvereinbarung ist gültig bis:
Die Partnerschaftsvereinbarung ist gültig bis:
The
memorandum of understanding
is valid
Die Partnerschaftsvereinbarung
ist gültig
bis:until:
Die Partnerschaftsvereinbarung ist gültig bis:
The memorandum of understanding is valid until:
Informationen zu den Ausbildungsprogrammen/Qualifikationen sowie grundlegende Vereinbarung zur AnInformationen zu den Ausbildungsprogrammen/Qualifikationen sowie grundlegende Vereinbarung zur AnInformationen
zu
Ausbildungsprogrammen/Qualifikationen
Vereinbarung
zur
Informationen
zu
den
Ausbildungsprogrammen/Qualifikationen
sowie grundlegende
Anerkennung von
Kenntnisse,
Fertigkeiten und Kompetenzen,
die während
deron
Auslandsaufenthalte
erworben
Information
about
the VET
programmes/qualifications
and basic
agreement
the recognition
of knowledge,
Informationen
zu
Ausbildungsprogrammen/Qualifikationen
Vereinbarung
zur AnAnerkennung
vonzu
Kenntnisse,
Fertigkeiten und Kompetenzen, die während
der Auslandsaufenthalte
erworben
Informationen
den Ausbildungsprogrammen/Qualifikationen
sowie grundlegende
Vereinbarung
zur Anerkennung
von
Kenntnisse,
Fertigkeiten
Kompetenzen,
die
während
der
Auslandsaufenthalte
erworben
erkennung
von
Kenntnisse,
Fertigkeiten
und
der
Auslandsaufenthalte
erworben
werden
skills
and
competence
acquired
during
stays
abroad
Informationen
zu
den
Ausbildungsprogrammen/Qualifikationen
sowie
grundlegende
Vereinbarung
zur
AnInformationen
Ausbildungsprogrammen/Qualifikationen
Anerkennung vonzu
Kenntnisse,
Fertigkeiten
Kompetenzen, die während der Auslandsaufenthalte erworben
werden
erkennung
von Kenntnisse, Fertigkeiten und Kompetenzen, die während der Auslandsaufenthalte erworben
werden
werden
Die availability
Verfügbarkeit
von ausreichenden
und
transparenten
Informationen
über
dieprogrammes
jeweiligen AusbildungsThe
sufficient
and transparent
information
about
the respective
VET
orerworben
qualificaerkennung
vonof
Kenntnisse,
Fertigkeiten
Kompetenzen,
die während
der
Auslandsaufenthalte
erkennung
von
Kenntnisse,
Fertigkeiten
und
der
Auslandsaufenthalte
erworben
werden
Die
Verfügbarkeit von ausreichenden und transparenten Informationen über die jeweiligen Ausbildungswerden
Die
Verfügbarkeit
von
ausreichenden
und
transparenten
Informationen
über
die
jeweiligen
AusbildungsDie
Verfügbarkeit
von
ausreichenden
und
Informationen
über
die
jeweiligen
Ausbildungsproim forms
HeimatGastland
ist trust.
die Grundlage
für
gegenseitiges
Vertrauen.
programme
oderand
Qualifikationen
tions
in the home
country
theund
basis
for mutual
Relevant
information
should
already be
werden
werden
Die
Verfügbarkeit
vonhosting
ausreichenden
undtransparenten
transparenten
Informationen
über
die
jeweiligen
Ausbildungsprogramme
oder Qualifikationen
im Heimatund Gastland
ist die Grundlage
Vertrauen.
Die Verfügbarkeit
von ausreichenden
und transparenten
Informationen
über für
die gegenseitiges
jeweiligen Ausbildungsprogramme
oder
Qualifikationen
im und
Heimatund
Gastland
istGrundlage
dieeiner
Grundlage
für
gegenseitiges
Vertrauen.
gramme
oder
Qualifikationen
Heimatund
Gastland
ist
die
fürdie
gegenseitiges
Vertrauen.
ReleRelevante
Informationen
sollten
bereits
im
Vorfeld
der Erstellung
Partnerschaftsvereinbarung
ausgeexchanged
before
drawing
up aim
memorandum
of
understanding.
Die
Verfügbarkeit
vonausreichenden
ausreichenden
und
transparenten
Informationen
über
die
jeweiligen
AusbildungsDie
Verfügbarkeit
von
transparenten
Informationen
über
jeweiligen
Ausbildungsproim
Heimatund
Gastland
ist
die
Grundlage
für
gegenseitiges
Vertrauen.
programme
oder
Qualifikationen
Relevante
Informationen
sollten bereits
im Vorfeld
der Erstellung
Partnerschaftsvereinbarung
ausgeprogramme
oder Qualifikationen
im Heimatund Gastland
ist dieeiner
Grundlage
für gegenseitiges Vertrauen.
Relevante
Informationen
sollten
bereits
im
Vorfeld
der
Erstellung
einer
Partnerschaftsvereinbarung
ausgevante
Informationen
sollten
bereits
im
Vorfeld
der
Erstellung
einer
Partnerschaftsvereinbarung
ausgetauscht
tauscht
werden.
In
der
Partnerschaftsvereinbarung
selbst
sollten
ebenfalls
zentrale
Informationen
enthalten
programme
oder
Qualifikationen
im
Heimatund
Gastland
ist
die
Grundlage
für
gegenseitiges
Vertrauen.
gramme
oder
Qualifikationen
im bereits
Heimat-im
und
Gastland
istsollten
die Grundlage
für
gegenseitiges
Vertrauen.
ReleRelevante
Informationen
sollten
Vorfeld
der Erstellung
einer Partnerschaftsvereinbarung
ausgetauscht werden.
In der Partnerschaftsvereinbarung
ebenfalls
zentrale
Informationen
enthalten
Relevante
Informationen
sollten bereits im Vorfeld selbst
der Erstellung
einer Partnerschaftsvereinbarung
ausgetauscht
werden.
In
Partnerschaftsvereinbarung
selbst
sollten
zentrale
Informationen
enthalten
werden.
In Informationen
der Partnerschaftsvereinbarung
ebenfalls
zentrale
Informationen
enthalten
sein.
Die
Relevante
sollten
bereits
imselbst
Vorfeld
der Erstellung
einer Partnerschaftsvereinbarung
ausgevante
Informationen
sollten
bereits
im Vorfeld
dersollten
Erstellung
einerebenfalls
Partnerschaftsvereinbarung
ausgetauscht
tauscht
werden.
In der
der
Partnerschaftsvereinbarung
selbst
sollten
ebenfalls
zentrale
Informationen
enthalten
tauscht werden. In der Partnerschaftsvereinbarung selbst sollten ebenfalls zentrale Informationen enthalten
tauscht werden.
In der Partnerschaftsvereinbarung
selbstebenfalls
sollten ebenfalls
Informationen
werden.
In der Partnerschaftsvereinbarung
selbst sollten
zentrale zentrale
Informationen
enthaltenenthalten
sein. Die
38
37
37
37
3737
37
3737
The memorandum of understanding itself should also contain key information. It is based on existing or specifically developed formulations of learning outcomes. Where available, Europass certificate supplements should
also be enclosed. The units of learning outcomes of relevance for mobility phases should also be specified. For this
purpose, the format template ‘Description of units of learning outcomes (incl. ECVET points)’ can be used.
Country [A]:
Title of programme/qualification:
EQF level:
Units of learning outcomes of relevance for the mobility phases (where necessary, refer to enclosure in
appendix):
Enclosures in appendix - please tick as appropriate:
document for a more detailed overview of the learning outcomes associated
with the programme/qualification
Europass certificate supplement
description of the units of learning outcomes with relevance for the mobility phases
Country [B]:
Title of programme/qualification:
EQF level:
Units of learning outcomes of relevance for the mobility phases (where necessary, refer to enclosure in
appendix):
Enclosures in appendix - please tick as appropriate:
document for a more detailed overview of the learning outcomes associated
with the programme/qualification
Europass certificate supplement
description of the units of learning outcomes with relevance for the mobility phases
39
Qualitätssicherung
Qualitätssicherung
Quality
assurance
Die
der
Ausbildungsprogramme
und,
im
Die Partnerschaftsvereinbarung
Partnerschaftsvereinbarungsoll
sollInformationen
Informationenzur
zurQualitätssicherung
Qualitätssicherung
der
Ausbildungsprogramme
und,
The
memorandum
ofAktivitäten
understanding
should contain
information
about thefür
quality
assuranceAusbildungsaufof the VET proBesonderen,
zu
den
und
Maßnahmen
zur
Qualitätssicherung
internationale
im Besonderen, zu den Aktivitäten und Maßnahmen zur Qualitätssicherung für internationale Ausbildungsgrammes
and particularly
about thekönnen
activities
measures of quality
assurancewerden,
for international
VET periods.
enthalte
enthalten.
Beispielsweise
dieand
Mindeststandards
beschrieben
die
aufenthalte
enthalten.
Beispielsweise
können
die
Mindeststandards
beschrieben
werden,
diedie
dieaufnehmende
aufnehmenIt
can,
for
example,
describe
the
minimum
standards
to
be
ful-filled
by
the
hosting
institution
during
the mobiEinrichtung
während
derder
Mobilitätsphase
erfüllen
soll.soll.
Zusätzlich
können
auch
jene
Standards
beschrieben
de Einrichtung
während
Mobilitätsphase
erfüllen
Zusätzlich
können
auch
jene
Standards
beschrielity
phase.
In
addition,
it
can
also
describe
the
standards
to
be
met
by
the
home
institution.
werden,
die die
erfüllen
muss.muss.
ben werden,
dieHerkunftseinrichtung
die Herkunftseinrichtung
erfüllen
VET Ausbildungsprogramm/Qualifikation
programme/qualification in country [A]:
Land [A]:
Quality assurance - VET programme:
Quality assurance - mobility phase:
Land [B]:
VET Ausbildungsprogramm/Qualifikation
programme/qualification in country [B]:
Quality assurance - VET programme:
Quality assurance - mobility phase:
Beurteilung,documentation,
Dokumentation,validation
Validierung
und
Anerkennung
Beurteilung,
Dokumentation,
Validierung
und
Anerkennung
Assessment,
and
recognition
Die
Partnerschaftsvereinbarung
soll
die
Vorgehensweise
und
Verantwortlichkeiten
Beurteilung,
Die Partnerschaftsvereinbarung
soll die
Vorgehensweise
und
diedie
Verantwortlichkeiten
die die
Beurteilung,
DoThe
memorandum of understanding
should
explain the procedure
and
responsibilities für
forfür
the
assessment,
doDokumentation,
Validierung
und
Anerkennung
erläutern:
kumentation, validation
Validierung
und
Anerkennung erläutern:
cumentation,
and
recognition:
Verfahren und
Beurteilung
Auslandsaufenthaltes
erzielten
Kenntnisse,
Verfahren
der
Auslandsaufenthaltes
erzielten
Kenntnisse,
procedures
andMethoden
methods of
assessment
byder
thewährend
receivingdes
institution
of the knowledge,
skills and
compeFertigkeiten
und
Kompetenzen
durch
die
aufnehmende
Einrichtung;
Fertigkeiten
und
Kompetenzen
durch die aufnehmende Einrichtung;
tence
acquired
during
the stay abroad;
Form
während
desinstitution
Auslandsaufenthaltes
erzielten
Fertigkeiten
Form
derofDokumentation
erzielten
Kenntnisse,
Fertigkeiten
the
form
documentationder
by the
receiving
of the knowledge,
skillsKenntnisse,
and com-petence
acquiundduring
aufnehmende
(z.B. Persönlicher
Leistungsnachweis,
als
und
Kompetenzen
Leistungsnachweis,
der
als
red
the stay durch
abroaddie
(such
as personal Einrichtung
transcript, which
can be en-closed
as an appendixder
to the
Anhang
der
Lernvereinbarung
beigefügt
werden
kann,
Europass
Mobilitätsnachweis
oder
von
der
entAnhang agreement, the Europass Mobility, or form sheets specified by the sending institution);
von der entlearning
sendenden Einrichtung
Einrichtung vorgegebene
vorgegebene Formblätter);
Formblätter);
sendenden
validation: the process of determining that specific knowledge, skills and competence ac-quired by a
Validierung:
bestimmte
einer Person
Validierung:
der Feststellung,
erzielte Kenntnisse,
Kenntnisse,
Fertigkeiperson
meetVorgang
the standards
specified fordass
a particular
VETvon
programme
or a erzielte
cer-tain
qualificationFertigkeior other
ten
und
Kompetenzen
den
vorgegebenen
Standards
für
ein
bestimmtes
Ausbildungsprogramm
ten
bestimmtes Ausbildungsprogramm oder
oder
agreements;
eine
bestimmte
Qualifikation
bzw.
anderen
Vereinbarungen
entsprechen;
eine bestimmte Qualifikation bzw. anderen Vereinbarungen entsprechen;
39
40
39
recognition:
the
processder
of officially
that
specific
knowledge,
skills and
com-petence
have
Anerkennung:
Vorgang
offiziellenconfirming
Bestätigung,
dass
bestimmte
Kenntnisse,
Fertigkeiten
und KomKomAnerkennung:
Fertigkeiten
und
been
achieved
(such
as
by
issuing
a
certificate).
petenzen
erzielt
wurden
(z.B.
durch
Ausstellung
eines
Zertifikats).
petenzen erzielt wurden (z.B. durch Ausstellung eines Zertifikats).
VET VET
programme/qualification
in country
[A]: [A]:
programme/qualification
in country
Assessment:
Documentation:
Validation:
Recognition:
VET VET
programme/qualification
in country
[B]: [B]:
programme/qualification
in country
Assessment:
Documentation:
Validation:
Recognition:
40
40
41
Aufgaben
und Verantwortlichkeiten
Verantwortlichkeiten
im Rahmen
Rahmen
der Organisation
Organisation
der Mobilitäten
Mobilitäten
Aufgaben
und
im
der
der
Tasks
and responsibilities
in the organisation
of mobility
stays
In der
der
Partnerschaftsvereinbarung
können
zu
jeweiligen
beteiligten
können
Informationen
zu den
deninformation
jeweiligen Zuständigkeiten
Zuständigkeiten
der
beteiligten
In
the Partnerschaftsvereinbarung
memorandum of understanding
it isInformationen
possible to include
concerning the der
respective
resAkteurinnen/Akteure
–
zuständige
Einrichtungen,
Herkunftsund
Aufnahmeeinrichtung
und
andere
zwiAkteurinnen/Akteure
– zuständige
Einrichtungen,
Herkunfts- home
und Aufnahmeeinrichtung
undand
andere
ponsibilities
of the actors
involved: the
competent institutions,
and receiving institution,
otherzwiinschengeschaltete
Stellen
sowie
Person
Ausbildung
– festgelegt
werden.
Hier
Aspekte
angeschengeschaltete
Person
inin
Ausbildung
– festgelegt
werden.
Hier
sindsind
einige
Aspekte
termediary
bodies,Stellen
as wellsowie
as the
person
in
training. In
the
following,
some
aspects
areeinige
listed;
this angeführt;
list can
be
führt;
diekann
Liste
kann
bei Bedarf
ergänzt
werden.
die
Liste
bei
Bedarf
ergänzt
werden.
expanded
if necessary.
No.
Task
1.
Take out travel insurance
2.
Take out health insurance
3.
Take out accident insurance
4.
Organisation of accommodation
in the host town
5.
Payment of accommodation costs
in the host town (such as lodging,
board)
6.
Meeting the learner at the
station/airport
7.
Payment of learner
Sending
institution
Hosting
institution
Mobile
learners
8.
9.
10.
Signatures :
Institution - in country [A]:
Institution - in country [B]:
Name, function
Name, function
Place, date
Place, date
41
42
41
Appendices
document for a more detailed overview of the learning outcomes associated with the
programme/qualification
Europass certificate supplement
description of the units of learning outcomes with relevance for the mobility phases
other information about the qualification or VET programme (such as teaching and learning
context, qualification of teachers and IVET trainers)
43
4.
(Learning Agreement)
Agreement)
4. Lernvereinbarung
Learning
agreement
Lernvereinbarung
(Learning
Eine Lernvereinbarung kann im Zusammenhang mit einer geltenden Partnerschaftsvereinbarung zwischen
A
learning
agreement can
be im
concluded
in connection
with ageltenden
valid memorandum
of understanding zwischen
between
Eine
Lernvereinbarung
kann
Zusammenhang
mit einer
Partnerschaftsvereinbarung
den angeführten Einrichtungen abgeschlossen werden. In diesem Fall sind in der Lernvereinbarung nur jene
the
institutions.
In thisabgeschlossen
case the learning
agreement
should
regulate
the aspects notnur
already
den specified
angeführten
Einrichtungen
werden.
In diesem
Fall only
sind in
der Lernvereinbarung
jene
Aspekte zu regeln, die nicht bereits in der Partnerschaftsvereinbarung enthalten sind. Die Partnerschaftsvercontained
the memorandum
of understanding.
The memorandum of
understanding
must
be enclosed as
Aspekte zuinregeln,
die nicht bereits
in der Partnerschaftsvereinbarung
enthalten
sind. Die
Partnerschaftsvereinbarung ist als Anhang beizulegen. Wenn lediglich eine Lernvereinbarung abgeschlossen wird, so sollten
an
appendix.
only abeizulegen.
learning agreement
is concluded,
individual elements
from the format
template
sollten
einbarung
istWhere
als Anhang
Wenn lediglich
eine Lernvereinbarung
abgeschlossen
wird, so
einzelnen Elemente aus der Formatvorlage für eine Partnerschaftsvereinbarung hinzugenommen werden,
for
a memorandum
should
integrated
to be able to preparehinzugenommen
the mobility phase
as wellum
as
einzelnen
Elemente of
ausunderstanding
der Formatvorlage
fürbe
eine
Partnerschaftsvereinbarung
werden,
um die Mobilitätsphase möglichst gut vorbereiten zu können. Die Lernvereinbarung gilt jeweils nur für eine
possible.
The learningmöglichst
agreement
always
applieszu
tokönnen.
one specific
stay of a learner
and in
one
die Mobilitätsphase
gut
vorbereiten
Die mobility
Lernvereinbarung
gilt jeweils
nur
fürdirection.
eine bebestimmte Mobilität einer/eines Lernenden und in eine bestimmte Richtung.
stimmte Mobilität einer/eines Lernenden und in eine bestimmte Richtung.
Informationabout
zurPartnerschaftsvereinbarung
Partnerschaftsvereinbarung
Information
the memorandum of understanding
zur
memorandum of understanding enclosed
no memorandum of understanding concluded
Information
about
thebeteiligten
actors involved
Informationen
zu
Akteurinnen
Informationen
zu den
den
beteiligten
Akteurinnen und
und Akteuren
Akteuren
The
learning
agreement
should
contain
the
key
contact informationder
of the
partner Partnereinrichtungen
institutions
involved (such
Die
Lernvereinbarung
soll
die
maßgeblichen
Kontaktinformationen
der
beteiligten
Partnereinrichtungen
entDie Lernvereinbarung soll die maßgeblichen Kontaktinformationen
beteiligten
entas
VET
providers
in
the
home
and
host
country
as
well
as
other
competent
offices)
and
the
mobile
learner
(or
halten
(z.B.
Ausbildungsanbieter
im
Herkunftsund
Aufnahmeland
bzw.
andere
zuständige
Stellen)
sowie
die/
halten (z.B. Ausbildungsanbieter im Herkunfts- und Aufnahmeland bzw. andere zuständige Stellen) sowie
his/her
legal
guardian).
der
mobile
Lernende
(bzw.(bzw.
ihrer/seiner
Erziehungsberechtigten).
die/der
mobile
Lernende
ihrer/seiner
Erziehungsberechtigten).
42
42
44
Contact
details of learner:
Kontaktdaten
der/des Lernenden:
Name:
Address:
Telephone/fax:
E-Mail:
Date of birth:
Contact
details of sending
institution:Einrichtung:
Kontaktdaten
der entsendenden
Name of institution:
Address
Telephone/fax:
E-Mail:
Website:
Point of contact:
Telefon/Fax:
E-Mail:
Contact
details of hosting
institution: Einrichtung:
Kontaktdaten
der aufnehmenden
Name of institution:
Address
Telephone/fax:
E-Mail:
Website:
43
43
45
Kontaktperson:
Point
of contact
Telefon/Fax:
Telephone/fax:
E-Mail:
E-Mail:
Kontaktdaten des/der Erziehungsberechtigten des/der nicht volljährigen Lernenden:
Kontaktdaten
des/der
Erziehungsberechtigten
des/der
nicht volljährigen Lernenden:
Contact
details of legal
guardian
of learner, in case of
minors:
Name:
Name:
Adresse:
Address:
Telefon/Fax:
Telephone/fax:
E-Mail:
E-Mail:
Grundlegende Zielsetzungen der Lernvereinbarung
Basic
objectives
of
the learning
agreement
Grundlegende
der
Lernvereinbarung
Im Rahmen
derZielsetzungen
Lernvereinbarung
werden spezifische Abmachungen zu im Ausland zu erwerbenden KenntGrundlegende
Zielsetzungen
der Lernvereinbarung
The
learning
agreement
lays down
specific
arrangements
concerning
theim
knowledge,
and darüber
competence
Im
Rahmen
der
Lernvereinbarung
werden
spezifische
Abmachungen
zu
Auslanddie
zuskills
erwerbenden
Kenntnisse,
Fertigkeiten
und Kompetenzen
und ihrer
Anerkennung
festgelegt.
Definieren
Partner
hinIm
Rahmen
der
Lernvereinbarung
werden
spezifische
Abmachungen
zu
im
Ausland
zu
erwerbenden
Kenntto
be
acquired
abroad
and
their
recognition.
Where
the
partners
define
other
objectives
that
go
beyond
this
nisse,
Fertigkeiten
und
Kompetenzen
und
ihrer
Anerkennung
festgelegt.
Definieren
die
Partner
darüber
hinaus
aus weitere Ziele, so sollten auch diese in die Lernvereinbarung aufgenommen werden.
nisse,
Fertigkeiten
und
Kompetenzen
und
ihrer
Anerkennung
festgelegt.
Definieren
die
Partner
darüber
hinscope, these
alsoauch
be included
the
learning agreement.
weitere
Ziele,should
so sollten
diese inin
die
Lernvereinbarung
aufgenommen werden.
aus weitere Ziele, so sollten auch diese in die Lernvereinbarung aufgenommen werden.
Are other objectives agreed on? Please tick as appropriate:
No
Werden weitere Ziele vereinbart? Bitte zutreffendes ankreuzen:
Yes - these are:
Nein
Ja - und zwar:
Period of the
VETAusbildungsaufenthaltes
stay
Zeitraum
desinternational
internationalen
Zeitraum
desagreement
internationalen
The
learning
should
specify the
startdes
date
and the overall length und
of the
period
abroad
as
Das
Anfangsdatum
sowie
dieAusbildungsaufenthaltes
gesamte
Dauer
Ausbildungsaufenthalts
dietraining
täglichen
Arbeitsbzw.
Das
Anfangsdatum
sowie
die
gesamte
Dauer
des
Ausbildungsaufenthalts
und
die
täglichen
Arbeitsbzw.
well as daily
workinand
times.
Lernzeiten
sollen
derlearning
Lernvereinbarung
festgelegt werden.
Zeitraum
internationalen
Ausbildungsaufenthaltes
Lernzeitendes
sollen
in der Lernvereinbarung
festgelegt werden.
Das Anfangsdatum sowie die gesamte Dauer des Ausbildungsaufenthalts und die täglichen Arbeits- bzw.
Lernzeiten sollen in der Lernvereinbarung festgelegt werden.
44
44
46
44
Anreise:
Abreise:
Anreise:
Arrival:
Beginn der Ausbildung im Ausland:
Arrival:
Beginn derof
Ausbildung
im Ausland:
Beginning
training abroad:
Abreise:
Departure:
Ende der Ausbildung im Ausland:
Departure:
Endeofder
Ausbildung
im Ausland:
End
training
abroad:
Beginning of training abroad:
Dauer des Ausbildungsaufenthaltes in Wochen:
End of training abroad:
Dauer desofAusbildungsaufenthaltes
Duration
training
stay
in weeks: in Wochen:
Tägliche Arbeitsbzw.
Lernzeiten:
Duration
of training
stay
in weeks:
Tägliche
Arbeitsbzw.
Lernzeiten:
Daily
work
and learning
times:
Daily work and learning times:
Status-quo der erworbenen Kenntnisse, Fertigkeiten und Kompetenzen der/des Lernenden
Status-quo
derder
erworbenen
Kenntnisse,
Fertigkeiten
und Kompetenzen
der/des
Lernenden
Zur Erhöhung
Transparenz
sowie zur
Sicherstellung,
dass
der/die mobile
Lernende
während des MobiliStatus-quo
der erworbenen
erworbenen
Kenntnisse,
Fertigkeiten
und Kompetenzen
Kompetenzen
der/des
Lernenden
Status-quo
der
Kenntnisse,
Fertigkeiten
und
der/des
Lernenden
Zur
Erhöhung
der
Transparenz
sowie
zur
Sicherstellung,
dass
der/die
mobile
Lernende
während
des Mobilitätsaufenthaltes
Aufgaben
zugewiesen
bekommt,
die
ihrem/seinem
Kompetenzniveau
und
den AusbildungsThe
learner’s
current
status
of
acquired
knowledge,
skills
and
competence
Status-quo
der
erworbenen
Kenntnisse,
Fertigkeiten
und
Kompetenzen
der/des
Lernenden
Zur Erhöhung
Erhöhung der
der Transparenz
Transparenz sowie
sowie zur
zur Sicherstellung,
Sicherstellung, dass
dass der/die
der/die mobile
mobile Lernende
Lernende während
während
des MobiliMobiliZur
des
tätsaufenthaltes
Aufgaben
zugewiesen
bekommt,
die
ihrem/seinem
Kompetenzniveau
und
den
AusbildungsStatus-quo
der
erworbenen
Kenntnisse,
Fertigkeiten
und
Kompetenzen
der/des
Lernenden
zielen
des Auslandsaufenthaltes
entsprechen,
empfohlen,
auch
die
bereits
erworbenen
Kenntnisse,
FerTo
enhance
transparency
and
ensure
that
the wird
mobile
learner
assigned
tasksLernende
during
the
mobility
stay
that
Zur
Erhöhung
der
Transparenz
sowie
zur
Sicherstellung,
dass is
der/die
mobile
während
des
Mobilitätsaufenthaltes
Aufgaben
zugewiesen
bekommt,
die
ihrem/seinem
Kompetenzniveau
und
den
Ausbildungstätsaufenthaltes
Aufgaben
zugewiesen
bekommt,
die ihrem/seinem
Kompetenzniveau
und
den
Ausbildungszielen
des
Auslandsaufenthaltes
entsprechen,
wird
empfohlen,
auch
die
bereits
erworbenen
Kenntnisse,
Zur
Erhöhung
der
Transparenz
sowie
zur
Sicherstellung,
dass
der/die
mobile
Lernende
während
des
Mobilitigkeiten
und
Kompetenzen
der/des
Lernenden
ausreichend
zu
dokumentieren
bzw.
die
Arbeitsaufgaben
are
in line
with
his/her
competence
level
and wird
the die
training
objectives
of bereits
the stayerworbenen
abroad,
it den
isKenntnisse,
recommended
tätsaufenthaltes
Aufgaben
zugewiesen
bekommt,
ihrem/seinem
und
Ausbildungszielen
des Auslandsaufenthaltes
Auslandsaufenthaltes
entsprechen,
empfohlen,
auchKompetenzniveau
die
Ferzielen
des
entsprechen,
wird
empfohlen,
auch
die
bereits erworbenen
Kenntnisse,
FerFertigkeiten
under/sie
Kompetenzen
der/des
Lernenden
ausreichend
zuauch
dokumentieren
bzw.
die
Arbeitsaufgaben
tätsaufenthaltes
Aufgaben
zugewiesen
bekommt,
die
ihrem/seinem
Kompetenzniveau
und
den
Ausbildungsanzugeben,
die
bereits
(unter
Anleitung,
unter
Aufsicht
oder
selbstständig)
erfüllen
kann.
Mithilfe
von
to
provide
sufficient
documentation
of
knowledge,
skills
and
competence
previously
acquired
by
the learzielen
des
Auslandsaufenthaltes
entsprechen,
wird
empfohlen,
die
bereits
erworbenen
Kenntnisse,
tigkeiten
und
Kompetenzen
der/des
Lernenden
ausreichend
zu
dokumentieren
bzw.
die
Arbeitsaufgaben
zu
dokumentieren
bzw.
diekann.
Arbeitsaufgaben
tigkeiten
und
Kompetenzen
der/des
Lernenden
ausreichend
anzugeben,
die
er/sie
bereits
(unter
Anleitung,
unter
Aufsicht
oder
selbstständig)
erfüllen
MithilfeFervon
zielen
des
Auslandsaufenthaltes
entsprechen,
wird
empfohlen,
auch
die
bereits
erworbenen
Kenntnisse,
vorhandenen
Instrumenten
(z.B.
auch
zur
Selbsteinschätzung
der
Lernenden)
und
Europass-Dokumenten
ner
and/or
to
state
the
tasks
he/she
is
already
able
to
carry
out
(under
instruction,
under
supervision,
or
der/des
Lernenden
ausreichend
zu
dokumentieren
bzw.
die
Arbeitsaufgaben
Fertigkeiten
und
Kompetenzen
anzugeben, die
die er/sie
er/sie bereits
bereits (unter
(unter Anleitung,
Anleitung, unter
unter Aufsicht
Aufsicht oder
oder selbstständig)
selbstständig) erfüllen
erfüllen kann.
kann. Mithilfe
Mithilfe von
von
anzugeben,
vorhandenen
Instrumenten
(z.B.
auch
zur
Selbsteinschätzung
der
Lernenden)
und
Europass-Dokumenten
sollzu
dokumentieren
bzw.
die
Arbeitsaufgaben
tigkeiten
und
Kompetenzen
der/des
Lernenden
ausreichend
sollten
weitere
bereits
erworbene
Kenntnisse,
Fertigkeiten
und
Kompetenzen
des/der
Lernenden
–
wie
z.B.
independently).
Existing
instruments
(for
for the
learner’s
self-assessment)
and Europass
doanzugeben,
dieInstrumenten
er/sie
bereits
(unter
Anleitung,
unteralso
Aufsicht
oder
selbstständig)
erfüllen
kann.
Mithilfe von
vorhandenen
(z.B.
auch
zurexample
Selbsteinschätzung
der
Lernenden)
und
Europass-Dokumenten
vorhandenen
Instrumenten
(z.B.
auch
zur
Selbsteinschätzung
der
Lernenden)
und
Europass-Dokumenten
ten
weitere
bereits
erworbene
Kenntnisse,
Fertigkeiten
und Kompetenzen
des/der
Lernenden
– wie
z.B.learner,
dievon
die
anzugeben,
die
er/sie
bereits
(unter
Anleitung,
unter
Aufsicht
oder
selbstständig)
erfüllen
kann.
Mithilfe
die
die
Sprachkenntnisse
–
beschrieben
werden.
cuments
should
be
used
to
describe
other
already
acquired
knowledge,
skills
and
competence
of
the
vorhandenen
Instrumenten
(z.B.
auch
zur
Selbsteinschätzung
der
Lernenden)
und
Europass-Dokumenten
sollsollten weitere
weitere bereits
bereits erworbene
erworbene Kenntnisse,
Kenntnisse, Fertigkeiten
Fertigkeiten und
und Kompetenzen
Kompetenzen des/der
des/der Lernenden
Lernenden –– wie
wie z.B.
z.B.
sollten
Sprachkenntnisse
–
beschrieben
werden.
vorhandenen
Instrumenten
(z.B.
auch zur
Selbsteinschätzung
der Lernenden)
Europass-Dokumenten
such
asSprachkenntnisse
language
skills.
ten
weitere
bereits
erworbene
Kenntnisse,
Fertigkeiten
und Kompetenzen
des/derund
Lernenden
– wie z.B. die die
die die
die
beschrieben
werden.
die
Sprachkenntnisse
–– beschrieben
werden.
sollten
weitere bereits
erworbene
Kenntnisse,
Fertigkeiten und Kompetenzen des/der Lernenden – wie z.B.
Sprachkenntnisse
– beschrieben
werden.
die die Sprachkenntnisse – beschrieben werden.
Already existing knowledge, skills and competence as well as tasks the learner is able to fulfil:
Alreadyvorhandene
existing knowledge,
skills
and competence
as well as tasks
learner is
able
to fulfil:
Bereits
Kenntnisse,
Fertigkeiten
und Kompetenzen
bzw.the
Aufgaben,
die
erfüllt
werden können:
Bereits vorhandene Kenntnisse, Fertigkeiten und Kompetenzen bzw. Aufgaben, die erfüllt werden können:
Enclosures in appendix - please tick as appropriate:
Europass
CV
Enclosures
in appendix
please tick asBitte
appropriate:
Werden
weitere
Ziele -vereinbart?
zutreffendes ankreuzen:
Europass Mobility
Europass
CV
Europass
Lebenslauf
Werden
weitere
Ziele vereinbart?
Europass
Language
Passport Bitte zutreffendes ankreuzen:
Europass Mobilitätsnachweis
Mobility
Europass
Europass
Europass Lebenslauf
Language Passport
Europass
Europass Sprachenpass
Mobilitätsnachweis
Europass Sprachenpass
45
45
45
4545
47
45
Lernergebnisse, die im Zentrum des Auslandsaufenthaltes stehen sollen
Zentraleroutcomes
Bestandteil
Lernvereinbarung
bilden
die Angaben
zu den
während des Mobilitätsaufenthaltes zu
Lernergebnisse,
die im
Zentrum
Auslandsaufenthaltes
stehen
sollen
Learning
onder
which
thedes
period
abroad
should
focus
erwerbenden
Kenntnisse,
Fertigkeiten
und bilden
Kompetenzen
(zusammengefasst
indes
Einheiten
Zentraler
Bestandteil
derlearning
Lernvereinbarung
die Angaben
zu denthe
während
Mobilitätsaufenthaltes
zu
A
key element
of the
agreement
is information
about
knowledge,
skills von
andLernergebniscompetence
sen),
den
damit
verbundenen
ECVET-Punkten
und
den
entsprechenden
Beurteilungsmethoden
und
-kriterien.
erwerbenden
Fertigkeiten
und Kompetenzen
(zusammengefasst
in Einheiten
von Lernergebnis(bundled
into Kenntnisse,
units of learning
outcomes)
to be acquired
during the mobility
stay, the associated
ECVET
Falls den
nur
ein
Teilverbundenen
der in einer
Einheit
zusammengefassten
Lernergebnisse
des outcomes
Auslandaufenthalts
sen),
damit
ECVET-Punkten
und
entsprechenden
und that
-kriterien.
points
and
appropriate
assessment
methods
andden
criteria.
If
only a partBeurteilungsmethoden
of im
theFokus
learning
have
stehen,
ist
ebenfalls
anzugeben.
Die
Formatvorlage
Einheiten
Lernergebnissen
Falls
nur
eindies
Teil
der
in einer
Einheit
zusammengefassten
Lernergebnisse
imindicated.
Fokus desvon
Auslandaufenthalts
been
bundled
into
a unit
are
the
focus
of the
stay abroad,„Beschreibung
this
must alsovon
be
For
this
purpose, the
empfohlen,
einen
(inkl. ECVET-Punkte)“
kannanzugeben.
hierzu
verwendet
werden.
Weiters
wird
stehen,
ist dies ebenfalls
Dielearning
Formatvorlage
„Beschreibung
von Einheiten
von Lernergebnissen
format
template
‘Description
of units
of
outcomes
(incl.
ECVET
points)’
can beindividuellen
used.
It is alsoEntwickrecomlungsplan
für
die/den
Lernenden
beizufügen
bzw.
zu
Beginn
des
Auslandsaufenthaltes
zu
erstellen.
In
diesem
(inkl. ECVET-Punkte)“
hierzudevelopment
verwendet werden.
wirdorempfohlen,
mended
to enclose ankann
individual
plan forWeiters
the learner
create oneeinen
at theindividuellen
beginning of Entwickthe stay
Plan sollen
die
zu should
erledigenden
Aufgaben
und/oder
die zu besuchenden
beschrieben
werden,
die are
für
lungsplan
für
die/den
Lernenden
beizufügen
bzw.
Beginn
des
Auslandsaufenthaltes
zuattended
erstellen.
In diesem
abroad.
This
plan
describe
the tasks
to bezu
completed
and/or
the Kurse
courses
to be
which
den Erwerb
der
Fertigkeiten
Kompetenzen
erforderlich
sind. werden, die für den
Plan
sollenfor
die
zuvereinbarten
erledigenden
und/oder
dieund
zuskills
besuchenden
Kurse
beschrieben
necessary
the
acquisition Kenntnisse,
ofAufgaben
the agreed
knowledge,
and competence.
Erwerb der vereinbarten Kenntnisse, Fertigkeiten und Kompetenzen erforderlich sind.
Unit(s) of learning outcomes to be acquired, ECVET points, assessment methods and criteria:
Description of the learning and work context (such as locations of learning, tasks to be completed and/or courses to be attended):
Enclosures in appendix - please tick as appropriate:
description of unit(s) of learning outcomes which are the focus of the mobility phase
individual development plan for the mobility phase
information on the planned assessment of the acquired knowledge, skills and competence
(procedure, methods, criteria)
Dokumentation, validation
Validierungand
und
Anerkennung
Documentation,
recognition
Dokumentation,
Validierung
und
Anerkennung
Es should
sollte festgelegt
werden,
in welcher
Form
dieinstitution
aufnehmende
Einrichtung
erworbenen
Kenntnisse,
FerIt
be specified
in what
form
the
host
documents
the die
acquired
knowledge,
skills and
Es
sollte
festgelegt
werden,
in
welcher
Form(z.B.
dieor
aufnehmende
Einrichtung
die
erworbenen
Kenntnisse,
Fertigkeiten und(such
Kompetenzen
dokumentiert
in
einem
Persönlichen
Leistungsnachweis
oder
im
competence
as in a personal
transcript
in
the Europass
Mobility)
and
in what form
theEuropass
sending
tigkeiten und
Kompetenzen
dokumentiert
(z.B.
einem
Persönlichen
Leistungsnachweis
im Europass
Mobilitätsnachweis)
und recognises
die entsendende
– sofern
die outcomes
erwarteten
Lernleistungen
werden
institution
validates
and
them ifEinrichtung
the in
expected
learning
are
achieved. oder
It iserzielt
also
possible,
Mobilitätsnachweis)
und
die
entsendende
Einrichtung
–
sofern
die
erwarteten
Lernleistungen
erzielt
werden
–
diese
validiert
und
anerkennt.
Beispielsweise
können
hier
auch
die
für
diese
Tätigkeiten
verantwortlichen
for example, to list the individuals responsible for these activities.
– diese validiert
undwerden.
anerkennt. Beispielsweise können hier auch die für diese Tätigkeiten verantwortlichen
Personen
angeführt
Personen angeführt werden.
46
46
48
Ausbildungsprogramm/Qualifikation Land [B]:
Ausbildungsprogramm/Qualifikation Land [B]:
Ausbildungsprogramm/Qualifikation Land [B]:
Ausbildungsprogramm/Qualifikation Land [B]:
Dokumentation:
Dokumentation:
Documentation:
Documentation:
Validierung:
Validierung:
Validation:
Validation:
Anerkennung:
Anerkennung:
Recognition:
Recognition:
Beilagen im Anhang– bitte Zutreffendes ankreuzen:
Beilagen
im Anhang–
bitte Zutreffendes
Information
zur Dokumentation
derankreuzen:
erworbenen Kenntnisse, Fertigkeiten und
Enclosures in appendix - please tick as appropriate:
Information
zur
Dokumentation
der erworbenen Kenntnisse,
Fertigkeiten und
(z.B.
Persönlicher
Leistungsnachweis,
Europass Mobilitätsnachweis)
Kompetenzen
Enclosures
in appendix
- pleasethe
tickacquired
as appropriate:
information
to(z.B.
document
knowledge,der
skills
competence
(such as personal
Persönlicher
Leistungsnachweis,
Europass
Mobilitätsnachweis)
Kompetenzen
Information
zur
Dokumentation
der Anerkennung
imand
Ausland
erworbenen
information
to
document
the
acquired
knowledge,
skills
and
competence
(such as personal
transcript,
Europass
Mobility)
Information
zur Dokumentation
der Anerkennung
der im Ausland erworbenen
Kenntnisse, Fertigkeiten
und Kompetenzen
(z.B. Zertifikat)
transcript, Europass
Mobility)
information
to
document
the
recognition
of
knowledge,
skills
and
competence
acquired
Kenntnisse, Fertigkeiten und Kompetenzen (z.B. Zertifikat)
information
the recognition of knowledge, skills and competence acquired
abroad
(suchto
asdocument
a certificate)
abroad (such as a certificate)
Aufgaben und Verantwortlichkeiten im Rahmen der Organisation der Mobilität
der
Mobilität
Aufgaben
und
im
Aufgaben
und Verantwortlichkeiten
Verantwortlichkeiten
im Rahmen
Rahmen der
der
Organisation
derZuständigkeiten
Mobilität
In der Lernvereinbarung
können Informationen
zu Organisation
den jeweiligen
der beteiligten AkteuAufgaben
und
Verantwortlichkeiten
im
Rahmen
der
Organisation
der
Mobilität
Mobilität
Tasks
and
responsibilities
in
the
organisation
of
mobility
stays
In
der
Lernvereinbarung
können
Informationen
zu
den
jeweiligen
Zuständigkeiten
der
beteiligten
AkteurinIn
der
Lernvereinbarung
können
Informationen
zu
den
jeweiligen
Zuständigkeiten
der
beteiligten
Akteurinnen/Akteure –zuständige Einrichtungen, Herkunfts- und Aufnahmeeinrichtung und
andere
zwischengeAufgaben
und
Verantwortlichkeiten
im
Rahmen
der
Organisation
der
Mobilität
In
der
Lernvereinbarung
können
Informationen
zu
den
jeweiligen
Zuständigkeiten
der
beteiligten
Akteuder
Lernvereinbarung
können
Informationen
zu
den
jeweiligen
Zuständigkeiten
der
beteiligten
AkteurinIn
the
learning
agreement
it
is
possible
to
include
information
concerning
the
respective
responsibilities
of the
nen/Akteure
–zuständige
Einrichtungen,
Herkunftsund
Aufnahmeeinrichtung
und
andere
zwischengeschalrinnen/Akteure
Einrichtungen,
undwerden.
Aufnahmeeinrichtung
andere
zwischengeschaltete Stellen–zuständige
sowie Person
in AusbildungHerkunfts– festgelegt
Hier sind einigeund
Aspekte
an-geführt;
die
In
der
Lernvereinbarung
können
Informationen
zu
den
jeweiligen
Zuständigkeiten
der
beteiligten
Akteurinnen/Akteure
–zuständige
Einrichtungen,
Herkunftsund
Aufnahmeeinrichtung
und
andere
zwischengenen/Akteure
–zuständige
Einrichtungen,
Herkunftsund
Aufnahmeeinrichtung
und
andere
zwischengeschalactors
involved:
the
competent
institutions,
home
and
receiving
institution,
and
other
intermediary
bodies,
as
tete
Stellen
sowie
Person
in
Ausbildung
–
festgelegt
werden.
Hier
sind
einige
Aspekte
angeführt;
die
Liste
kann
schaltete
sowie
Personwerden.
in Ausbildung
festgelegt
werden.
Hiermobilen
sind einige
Aspektezuan-geführt;
die
Liste kannStellen
bei Bedarf
ergänzt
Weiters–können
die von
der/dem
Lernenden
erbringenden
rinnen/Akteure
–zuständige
Einrichtungen,
Herkunftsund
Aufnahmeeinrichtung
und
andere
zwischengeschaltete
Stellen
sowie
Person
in
Ausbildung
–
festgelegt
werden.
Hier
sind
einige
Aspekte
an-geführt;
die
tete
Stellen
sowie
Person
in
Ausbildung
–
festgelegt
werden.
Hier
sind
einige
Aspekte
angeführt;
die
Liste
kann
well
as
theergänzt
person
in
training.
In thekönnen
following,
some
aspects
are
listed;
this
list can
be expanded
ifDokumente
necessary.
bei
Bedarf
werden.
Weiters
die können
von
der/dem
mobilen
Lernenden
zu
erbringenden
Liste
kann
bei
Bedarf
ergänzt
werden.
Weiters
die von
der/dem
mobilen
Lernenden
zu erbringenden
Dokumente
angegeben
werden.
schaltete
sowie
Person
in Ausbildung
–können
festgelegt
werden.
Hier
sind
einige
Aspektezuan-geführt;
die
Liste
kannStellen
bei
Bedarf
ergänzt
Weiters
die von
der/dem
mobilen
Lernenden
erbringenden
bei
Bedarf
ergänzt
werden.
Weiters
können
dieby
von
der/dem
mobilen
Lernenden
zu
erbringenden
Dokumente
Furthermore
the
documents
towerden.
be
submitted
the
mobile
learner
can
be
indicated.
angegeben
werden.
Dokumente
angegeben
werden.
Liste
kann
bei
Bedarf
ergänzt
werden.
Weiters
können
die
von
der/dem
mobilen
Lernenden
zu
erbringenden
Dokumentewerden.
angegeben werden.
angegeben
Dokumente angegeben werden.
No
No
Nr .
1. .
Nr
1.
1.
2.
1.
2.
2.
3.
2.
3.
3.
4.
3.
4.
4.
4.
5.
5.
5.
5.
6.
6.
6.
6.
Task
Task
Aufgabe
Take out travelAufgabe
insurance
Take out travel insurance
Abschluss einer Reiseversicherung
Take
out health
insurance
Abschluss
einer Reiseversicherung
Take out health insurance
Abschluss einer Krankenversicherung
Take
out accident
insur-ance
Abschluss
einer Krankenversicherung
Take out accident insur-ance
Abschluss einer
Organisation
of Unfallversicherung
accommodation
Abschluss
einer
Organisation
of Unfallversicherung
accommodation
in
the host town
Organisation
der Unterkunft
in the host town
am
Gastort der Unterkunft
Organisation
Payment of accommodation costs
am Gastort
Payment
oftown
accommodation
costs
in
the host
(such as
Bezahlung
der
Aufenthaltskosten
am
in the host
town
(such as
lodging,
board)
Gastort
(z.B.
Unter-kunft,
Bezahlung
der
Aufenthaltskosten
am
lodging, board)
Verpflegung)
Gastort (z.B. Unter-kunft,
Meeting the learner at the
Verpflegung)
Meeting the learner at the
station/airport
Abholung
der/des Lernenden vom
station/airport
Bahnhof/Flughafen
Abholung der/des Lernenden vom
Bahnhof/Flughafen
Sending
Sending
institution
Entsendende
institution
Einrichtung
Entsendende
Einrichtung
Hosting
Hosting
institution
Aufnehmende
institution
Einrichtung
Aufnehmende
Einrichtung
Mobile
Mobile
learners
Mobile
learners
Lernende
Mobile
Lernende
47
4747
4747
47
49
7.
Payment of learner
8.
9.
10.
Signatures :
Institution - in country [A]:
Institution - in country [B]:
Name, function
Name, function
Place, date
Place, date
Learner:
Legal guardian:
Name
Name
Place, date
Place, date
Anhänge –– z.B.
z.B.
Appendices
– examples
Anhänge
Partnerschaftsvereinbarung
memorandum
of understanding
Partnerschaftsvereinbarung
Beschreibung
der
während
der Mobilitätsphase
Mobilitätsphase
im
Zentrum
stehenden
Einheit(en)
description
of der
unit(s)
of learning
outcomes whichim
are
the focus
of the mobility
phase
Beschreibung
während
der
Zentrum
stehenden
Einheit(en)
von
Lernergebnissen
(anhand
der
Formatvorlage)
(according
to format template)
von Lernergebnissen
(anhand der Formatvorlage)
Individueller
Entwicklungsplan
für
die
Mobilitätsphase
individual
development
plan forfür
thedie
mobility
phase
Individueller
Entwicklungsplan
Mobilitätsphase
Information on
zurthe
geplanten
Beurteilung
der
erworbenen
Kenntnisse, Fertigkeiten
Fertigkeiten
und
information
plannedBeurteilung
assessmentder
of the
acquired Kenntnisse,
knowledge,
skills
and competence
Information
zur
geplanten
erworbenen
und
Kompetenzen
(Vorgangsweise,
Methoden,
Kriterien)
(procedure,
methods,
criteria) Methoden, Kriterien)
Kompetenzen
(Vorgangsweise,
Information to
zurdocument
Dokumentation
der erworbenen
erworbenen
Kenntnisse,
Fertigkeiten und
und
information
the acquired
knowledge,
skills and competence
Information
zur
Dokumentation
der
Kenntnisse,
Fertigkeiten
Kompetenzen
(z.B.
Persönlicher
Leistungsnachweis,
Europass
Mobilitätsnachweis)
(such
as personal
Europass
Mobility)
Kompetenzen
(z.B.transcript,
Persönlicher
Leistungsnachweis,
Europass Mobilitätsnachweis)
Information to
zurdocument
Dokumentation
der Anerkennung
Anerkennung
der im
imskills
Ausland
erworbenenacquired
information
the recognition
of knowledge,
and competence
Information
zur
Dokumentation
der
der
Ausland
erworbenen
Kenntnisse,
Fertigkeiten
und
Kompetenzen
(z.B.
Zertifikat)
abroad
(suchFertigkeiten
as a certificate)
Kenntnisse,
und Kompetenzen (z.B. Zertifikat)
48
50
48
5. Persönlicher Leistungsnachweis (Personal Transcript)
Personal
transcript
5. Persönlicher
Leistungsnachweis (Personal Transcript)
Dieser Leistungsnachweis belegt die Kenntnisse, Fertigkeiten und Kompetenzen des/der nachstehenden LerThis
proof
ofdiese/r
performance
or transcript
aims to record
the knowledge,
skills
competence
acquired by Lerthe
Dieser
Leistungsnachweis
belegt
die Kenntnisse,
Fertigkeiten
und
Kompetenzen
des/der
nachstehenden
nenden,
die
im Rahmen
eines
Mobilitätsaufenthaltes
erworben
hat.and
Er wird
von der
aufnehmenden
learner
named
below
in
the
course
of
a
mobility
stay.
It
is
completed
by
the
receiving
institution,
documents
nenden,
die diese/r
im Rahmen
eines die
Mobilitätsaufenthaltes
erworben
hat. Er wirderworbenen
von der aufnehmenden
Einrichtung
ausgefüllt,
dokumentiert
auf Basis der geltenden
Lernvereinbarung
Kenntnisse,
the
knowledge,
skills
and
competence
acquired
on
the
basis
of
the
applicable
learning
agreement
and
conEinrichtung
ausgefüllt,
dokumentiert
die
auf
Basis
der
geltenden
Lernvereinbarung
erworbenen
Kenntnisse,
Fertigkeiten und Kompetenzen und enthält Informationen zu ihrer Überprüfung und Beurteilung.
Der Leistains
information
about
how
they
are
tested
and
assessed.
The
transcript
can
also
be
enclosed
as
an
appendix
Fertigkeiten
und
Kompetenzen
und
enthält
Informationen
zu
ihrer
Überprüfung
und
Beurteilung.
Der
Leistungsnachweis kann auch bereits der Lernvereinbarung als Anhang beigefügt bzw. in diese integriert werto
the
learning
agreement
or
integrated
into
it
to
reduce
the
number
of
documents.
tungsnachweis
kann
auch
be-reits
der
Lernvereinbarung
als
Anhang
beigefügt
bzw.
in
diese
integriert
werden, um die Anzahl der Dokumente zu reduzieren.
den, um die Anzahl der Dokumente zu reduzieren.
Contact
details of learner:
Kontaktdaten
des/der Lernenden:
Name:
Address:
Telephone/fax:
E-Mail:
Date of birth:
Mobility
stay:
Mobilitätsaufenthalt:
Details on the receiving institution:
Beginning and end of VET stay, duration in weeks:
Daily work and learning times:
Details on the learning and work context:
49
51
49
Learning
outcomes:
Lernergebnisse:
Acquired knowledge, skills and competence, incl. ECVET points (if relevant):
Details about testing (procedures, methods, criteria):
Assessment result:
Signatures :
Host institution:
Name, function:
Learner:
Name:
Place, date:
50
50
52
3. Further links2
In recent years, as well as the VQTS projects, a large number of projects (mainly co-financed via Leonardo da
Vinci) in which ECVET was piloted have been conducted. As part of these projects, learning outcome-oriented
qualification descriptions have been prepared, proposals on the allocation of ECVET points submitted and documents for the transfer process developed. Furthermore products have been developed which include information on the organisation and implementation of mobility processes.
This section of the collection of materials comprises a compilation of interesting links which contain information about the implementation of ECVET and specific examples. In addition, links are listed which generally
provide more detailed information about ECVET.
Learning outcome-oriented descriptions of qualifications
➔ ECVET in practice > Step 1 > Option 1
The following learning outcome-oriented descriptions have been developed in European pro-jects with participation
of Austrian institutions:
Skilled workers’ level:
-
Electronics/electrical engineering - VQTS II: www.VocationalQualification.net
Hotel and restaurant assistant – ECVET-Tour: www.ecvet-tour.eu
Hotel and restaurant sector - ECVET TC NET: http://www.tourismusschule.com/leonardo/cms
Cook - ECVET-Tour: www.ecvet-tour.eu
Mechatronics - VQTS: www.VocationalQualification.net
Medical assistant professions - MAP:ECVET: www.map-ecvet.eu
Master craftsperson level:
-
Master baker - SME Master Plus: www.sme-master.eu
Electrical engineering - Zoom: www.zoom-eqf.eu
Motor vehicle engineering - Zoom: www.zoom-eqf.eu
Master joiner - SME Master Plus: www.sme-master.eu
Other examples to describe qualifications:
- Tool Box of the ‘ECVET testing and development website’: Describing qualifications: http://www.ecvet-projects.eu/
Toolbox/ToolboxList.aspx?id=12; Designing units of learning outcomes: http://www.ecvet-projects.eu/Toolbox/
ToolboxList.aspx?id=14
- Occupational field ‘clay building’: http://lernpunktlehm.de/wpll/wp-content/uploads/2009/06/Handbuch_Lern.
Lehm_PART_II.pdf
Information for the preparation of learning outcome-oriented descriptions of qualifications
- VQTS I / VQTS II: www.vocationalqualification.net
- SME Master / SME Master Plus: www.sme-master.eu
- ZOOM: www.zoom-eqf.eu
2
) All links were downloaded between 1 and 7 Aug. 2010.
53
Examples of the allocation of ECVET points
-
VQTS I / VQTS II: www.vocationalqualification.net
SME Master / SME Master Plus: www.sme-master.eu
Formation Credit Points www.q-zwh.de/creditpoints/fileadmin/user_upload/creditpoints_deutsch.pdf
Tool Box of the ‘ECVET testing and development website’: Allocation of ECVET points:
http://www.ecvet-projects.eu/Toolbox/ToolboxList.aspx?id=13
Suggestions for documents for the transfer process
- VQTS I / VQTS II: www.vocationalqualification.net (Resources > Results of the VQTS II project - Core
information about the VQTS model)
- SME Master Plus: www.sme-master.eu
- Tool Box of the ‘ECVET testing and development website’: Memorandum of Understand-ing: http://www.ecvetprojects.eu/Toolbox/ToolboxList.aspx?id=16; Learning Agreement: http://www.ecvet-projects.eu/Toolbox/
ToolboxList.aspx?id=17
Examples of testing and assessing the acquired knowledge, skills and com-petence
- Tool Box of the ‘ECVET testing and development website’: Assessment:
http://www.ecvet-projects.eu/Toolbox/ToolboxList.aspx?id=19
Experience reports on the application of ECVET in mobility stays
- Mobilitäten im Rahmen des ECVET Projekts M.O.T.O.:
http://ecvet-moto.isfol.it/project/prodotti/moto-model/MOTO_model.pdf
Information about ECVET
- Information about ECVET from the European Commission: http://ec.europa.eu/education/lifelong-learningpolicy/doc44_en.htm
- ECVET recommendation: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:155:0002:0010:EN:
PDF (21.10.2009)
- ECVET flyer: http://ec.europa.eu/education/lifelong-learning-policy/doc/ecvet/flyer_en.pdf
- Get to know ECVET better - Questions and Answers: http://ec.europa.eu/education/lifelong-learning-policy/
doc/ecvet/faq_en.pdf
- ECVET newsletter (Bulletin/Magazine): http://www.ecvet-projects.eu/Bulletins/Default.aspx
- Cedefop info about ECVET: http://www.cedefop.europa.eu/EN/about-cedefop/projects/european-creditsystem-for-vocational-education-and-training/index.aspx
- Cedefop briefing note on ECVET: http://www.cedefop.europa.eu/en/files/9018_en.pdf
- Cedefop report about the development of ECVET in Europe:
http://www.cedefop.europa.eu/EN/Files/6110_en.pdf
- ECVET team - Project on behalf of the European Commission to support the implementa-tion of ECVET:
http://www.ecvet-team.eu/
54
Information about the implementation of ECVET in Austria
- Luomi-Messerer, Karin; Tritscher-Archan, Sabine (2007): Umsetzung von ECVET in der beruflichen Erstausbildung in Österreich. Studie im Auftrag des BMUKK [Implementation of ECVET in Initial Vocational Education
and Training in Austria. Study on behalf of the BMUKK], November 2007: http://www.3s.co.at/pdf/ECVET_berufliche%20Erstausbildung%20-%20%20Endbericht%20-%2020071203a.pdf; http://www.ibw.at/component/
virtuemart/?page=shop.product_details&flypage=flypage.tpl&product_id=38&category_id=7
- ECVET Conference on 5 June 2009 in Vienna: http://www.oead.at/index.php?id=1462&L=1%2Fnews_id%3D›
Information about European ECVET projects
- Current ECVET projects sponsored by the Commission: www.ecvet-projects.eu
- NetECVET: Working together to understand and implement ECVET: Network of LLP national agencies to support
the application of ECVET in transnational mobility stays and the implementation of ECVET at the national level:
http://netecvet.com/
- Products and results of projects funded within the framework of the Leonardo da Vinci pro-gramme: ADAM – Projects and Products Portal for Leonardo da Vinci - ECVET projects are indicated as such by the NetECVET network:
www.adam-europe.eu
- Best practices and experiences throughout Europe of projects funded within the framework of the Leonardo
da Vinci programme - compiled by the “Leonardo da Vinci Thematic Group on Transparency, Validation & Credit
transfer”: www.tg4transparency.com
- Information about projects based on the VQTS model: www.vocationalqualification.net (Resources > Links – VQTS
model)
Information about national ECVET projects
- Germany: Pilot projects about the development of a credit transfer system in vocational education and training
in Germany - DECVET: www.decvet.net; Information about ECVET in Germany: www.ecvet.de
- Finland: Pilot projects about the application of ECVET in transnational mobility in vocational education and
training in Finland - FINECVET: www.finecvet.fi
Information for the organisation and implementation of mobility stays
- Pro Mobility: http://www.pro-mobility.net/de/index.php and Pro Mobility Toolkit: http://www.promobility.net/
de/toolkit.php
- i2i –internship to industry: http://www.internship2industry.eu/
- Euro Apprenticeship: http://www.euroapprenticeship.eu/en/home.html
- EU-Move (Quality in professional training abroad):
http://www.evta.net/eumoveportal/index.html
- Certicom (digital database with certified training companies for the hotel, restaurant, leisure and tourism sector):
http://www.hoteltrainees.com
- NetinVET: http://www.netinvet.eu/
55
Support for the implementation of mobility stays in Austria
- Pro Mobility Toolkit http://www.pro-mobility.net/inc/de/pmtp_2.php; http://www.pro-mobility.net/pdf/
toolkit/de/pmtp_02.pdf
Other relevant links:
- Europass Austria:
http://www.europass.at/
- Coordination body for the NQF in Austria:
http://www.lebenslanges-lernen.at/home/nationalagentur_lebenslanges_lernen/nqr_koordinierungsstelle/
- European Qualifications Framework:
http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm
4. Additional information
This section contains background information about the following topics:
ECVET in the context of European education policy: This section contains information about the origins
of ECVET and how it is integrated into European VET policy.
Linking of ECVET – EQF/NQF – Europass: This section describes how the European instruments to promote transparency are connected and how the different pieces of information complement each other.
ECVET in the context of European education policy
European education and labour markets
In principle, all European Union (EU) citizens are entitled to establish themselves in any EU member state
to attend an education or training programme or work there. In reality, however, there are some obstacles
restricting this right. One such obstacle is the lack of transparency and recognition of education and training
programmes, acquired learning outcomes and qualifications between the member states.
Wide range of education systems
One major reason for the lack of transparency and recognition is the wide range of education systems, particularly vocational training systems, prevailing across Europe. On the one hand, some countries, such as Austria
and Germany, have a large proportion of dual training (= apprenticeship), a large part of which is conducted in
companies. Countries such as France or Italy, on the other hand, have a more school-based vocational training
system. In addition, the various education programmes have differing durations (some two, others three or
four years), different access requirements (some require a minimum age, others the submission of specific certificates) and lead to different qualifications (HE access, direct access to the labour market, foundation of own
company, etc.). There is also the matter that education contents can often be understood only with difficulty.
Furthermore, every country has its own method of designing curricula and defining teaching contents. Therefore qualifications with the same (or very similar) titles frequently have different contents. This variety mirrors
the diversity of cultures in Europe, which have developed in national contexts and form integrated parts of the
individual countries’ identities. This diversity, as positive as it is, nevertheless leads to a lack of transparency and
comparability.
56
It is however not possible for the EU to intervene centrally to harmonise the education systems. It is basically
up to the individual member states how they organise their education and training. According to the subsidiarity principle the EU only has the task of promoting, supporting and supplementing education by introducing
‘European added value’. Neither can the EU lay down by law that measures to create more transparency and
recognition be implemented, it can only recommend them. The vision is however that “education and training
systems in Europe will be compatible enough to allow citizens to move between them and take advantage
of their diversity”3
Bologna and Copenhagen process
Efforts to achieve more transparency and recognition to promote mobility have already been made for quite
some time in the higher education (HE) sector, which in Austria comprises universities, universities of applied
sciences, and university colleges of education. As part of the Bologna process4, which was launched in 1999
with the signing of a declaration by education ministers, agreement was achieved on various measures to
enhance the mobility of students in the HE sector. These measures include, above all, the creation of a comparable study structure with the three-cycle system with the bachelor, master and PhD qualifications and greater
integration of the European Credit Transfer System (ECTS), which was created in 1989.
It has indeed been possible to increase the mobility rate of students at HE institutions - not least thanks to
these measures. Today it is almost taken for granted that students spend one or two semesters of their studies
at a university abroad. In the VET sector, the mobility rate of schoolchildren and apprentices is still considerably
lower. In order to create better prerequi-sites for increasing mobility - similar to the HE sector - in 2002 the
education ministers signed a declaration in Copenhagen, which launched the Copenhagen process5. This process pro-vides for the implementation of the following steps in the field of vocational education and training
by 2010 to help increase transparency and recognition of competences and qualifications:
Introducing a European Credit system for Vocational Education and Training (ECVET)
Introducing a European Qualifications Framework for Lifelong Learning (EQF)
Developing methods for the recognition of competences and qualifications acquired outside
the formal education system
Developing joint instruments of quality assurance in VET
ECVET recommendation
Efforts to develop ECVET as one of the mentioned steps to promote mobility were started after the Copenhagen Declaration was signed. In the course of this, a number of studies and working papers were prepared,
which formed the basis for a public Consultation (2006). Based on the outcomes of this Consultation a Recommendation on the establishment of ECVET was prepared, which was adopted by the European Parliament and
the Council in June 2009. This concluded the political process at the European level.
) European Commission: Education and training in Europe: Different systems, common objectives for 2010. Detailed work programme on the follow-up of
the objectives of Education and training systems in Europe. Lux-embourg: Office for Official Publications of the European Communities, 2002.
4
) Information about the Bologna process: http://ec.europa.eu/education/higher-education/doc1290_en.htm
5
) Information about the Copenhagen process: http://ec.europa.eu/education/vocational-education/doc1143_en.htm
3
57
Linking of ECVET – EQF/NQF – Europass
European and national qualifications framework (EQF and NQF)
The introduction of ECVET was one of the measures taken in the course of the Copenhagen process to enhance
the transparency of learning outcomes and, as a result, mobility (➔ ECVET in the context of European education policy).
Another instrument created to promote comparability within the European education land-scape is the EQF,
the European Qualifications Framework6. This framework defines eight levels which aim to cover the entire
range of educational qualifications. Every level is defined by ‘descriptors’. These descriptors do not refer to
aspects such as the training duration, the location of training (such as school, company, CVET institution) or
the form of training (such as dual training, purely school-based education), but to the outcomes of learning
processes, that is: what a learner knows, understands and is able to do at the end of his/her education or training programme.
The EQF defines learning outcomes as knowledge, skills and competence. Knowledge is de-scribed as theoretical and/or factual. Skills are described as cognitive (involving the use of logical, intuitive and creative thinking)
and practical (involving manual dexterity and the use of methods, materials, tools and instruments). In the
context of the EQF, competence is de-scribed in terms of responsibility and autonomy. As the level increases,
the description of the required knowledge-, skills- and competence-related aspects becomes more and more
de-manding, comprehensive and complex. Whereas Level 1 is characterised by basic knowledge and skills and
a low degree of autonomy and responsibility, Level 8 comprises specialist knowledge, highly specialist skills
and a high degree of autonomy and responsibility.
But qualifications are not allocated directly to the EQF but first assigned to a National Quali-fications Framework (NQF), which is then referenced to the EQF. The reason for this ‘de-tour’ is that every country can determine the structure of its NQF itself. There are countries such as France, for example, which have an NQF with five
levels. Other countries in turn classify their qualifications at ten levels (such as Ireland). To enable a comparison
of the qual-ifications classified to different national frameworks, the EQF was created as a neutral point of reference. Thus the EQF serves as a form of ‘translation tool’ of national NQF levels and in this way enhances the
transparency and comparability of national qualifications.
) Info about the EQF: http://ec.europa.eu/education/lifelong-learning-policy/doc44_de.htm
6
58
The following graphic aims to illustrate this principle of ‘translation’:
NQR
Country A
EQF Level 8
NQF
Level 8
EQR Level 7
NQF
Level 7
NQR
Country A
Q1
NQF
Level 5
EQR Level 6
NQF
Level 6
Q1
Q2
NQF
Level 4
EQR Level 5
NQF
Level 5
Q2
Q3
NQF
Level 3
EQR Level 4
NQF
Level 4
Q3
Q4
NQF
Level 2
EQR Level 3
NQF
Level 3
Q4
NQF
Level 1
EQR Level 2
NQF
Level 2
EQR Level 1
NQF
Level 1
Q = Qualification
Europass
Like the EQF, Europass7 is another major instrument which was introduced at the European level to promote transparency and mobility. Europass is a portfolio of five documents which are standardised throughout the EU and aim
to help citizens outline their acquired learning outcomes and qualifications. These are the following five documents:
The Europass CV is a standard template for drawing up a curriculum vitae, which provides a standardised overview of the holder‘s work experiences and educational level.
The Europass Language Passport is a presentation of the holder‘s language knowledge and experiences.
The Europass Mobility is an instrument to document periods spent in another country for the purpose of learning
or working.
The Europass Certificate Supplement goes alongside the corresponding vocational education and training certificate to describe the knowledge, skills and competence acquired during the training.
The Europass Diploma Supplement contains detailed information about the holder’s higher education diploma.
7
) Info about Europass: http://ec.europa.eu/education/lifelong-learning-policy/doc46_en.htm
59
Linking of ECVET – EQF – Europass
All three sets of instruments - ECVET, EQF and Europass - form a good combination and result in complementary information. This can be best illustrated by the example of a mobility stay of an Austrian pupil who completes part of his training in Italy.
Before this pupil can go to Italy, it is necessary to coordinate whether the education programme of the sending
institution (that is: the Austrian school) is compatible with the programme of the hosting institution so that
that an exchange is possible at all. Referencing to the qualification’s EQF level can make this coordination substantially easier. Mobility and, as a result, recognition of acquired learning outcomes will be easier if the sending
and hosting institutions offer qualifications on the same or nearly the same EQF level. Should both - the Austrian qualification and the qualification of the Italian educational institution - be on the same EQF level, there
will most likely also be overlapping learning contents which can be acquired in the course of mobility stays.
The EQF allocation therefore gives initial guidance concerning the qualification level. In the coordination phase
the Europass Certificate Supplement can also be helpful. This document also provides information about the
qualification (such as the profile of knowledge and skills, possible fields of work, access to other education
pathways, etc.) and therefore makes the qualification more easily understandable.
If the qualifications of both educational institutions are then largely compatible, a structured description
(which is a key element of ECVET) can define in more detail the qualification or those parts of it that are suited
for mobility stays. The documents on the transfer process (= a key element of ECVET) serve to conclude all
necessary agreements between the parties involved in the mobility process so that it will not be a problem
to credit the learning outcomes following the return of the Austrian pupil and their recognition as part of the
requirements to acquire the qualification. To document the learning achievements (regarding specialisation
and language skills) the pupil can use the Europass Mobility and the Europass Language Passport.
The following figure illustrates the linking of ECVET with the EQF and Europass:
Austria
U1
U6
Europass
Mobility
EQF Level
Q
Europass Certificate
Supplement
Europass
Language Passport
Italy
U5
U8
Q = qualification, U = unit
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5. GLOSSARY
This glossary specifies key terms of importance in connection with ECVET. The terms are listed in German and
English plus an English definition.
Englisch
German
Explanation
assess / assessment of learning
outcomes
bewerten / Bewertung der Lernergebnisse
means methods and processes used
to establish the extent to which a learner has in fact attained particular
knowledge, skills and competence
Kompetenz
means the proven ability to use
knowledge, skills and personal,
social and methodological abilities,
in work or study situations and
in professional and/or personal
development; in the context of the
European Qualifications Framework
competence is described in terms of
responsibility and autonomy.
Zuständige Einrichtung
means an institution which is responsible for designing and awarding
qualifications or recognising units
or other functions linked to ECVET,
such as allocation of ECVET points to
qualifications and units, assessment,
validation and recognition of learning outcomes, under the rules and
practices of participating countries
ECVET-Punkte
means a numerical representation
of the overall weight of learning outcomes in a qualification and of the
relative weight of units in relation to
the qualification
European Qualifications Framework
(EQF)
Europäischer
Qualifikationsrahmen (EQR)
eight-level framework based on learning outcomes and serves to ‘translate’ national qualification schemes,
such as the national qualifications
framework
home institution
Entsendeeinrichtung, entsendende
Einrichtung
see: sending institution
hosting institution,
receiving institution, host institution
Aufnahmeeinrichtung, aufnehmende Einrichtung, Gasteinrichtung
is the institution which delivers training for the learning outcomes concerned and assesses the achieved
learning outcomes
competence
competent institution
ECVET points
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Englisch
German
Explanation
Kenntnisse
means the outcome of the assimilation of information through learning; knowledge is the body of facts,
principles, theories and practices
that is related to a field of work or
study; in the context of the European
Qualifications Framework knowledge is described as theoretical and/
or factual
Lernvereinbarung
document in which the respective
prerequisites for a specific VET stay
abroad (mobility project) are laid
down
Lernergebnisse
means statements of what a learner
knows, understands and is able to do
on completion of a learning process
and which are defined in terms of
knowledge, skills and competence
Partnerschaftsvereinbarung
a voluntary agreement between the
competent institutions of the countries concerned which lays down the
conditions for a period of mobility
abroad
National Qualifications Framework
(NQF)
Nationaler
Qualifikationsrahmen (NQR)
means an instrument for the classification of qualifications according
to a set of criteria for specified levels
of learning achieved, which aims
to integrate and coordinate national qualifications subsystems and
improve the transparency, access,
progression and quality of qualifications in relation to the labour
market and society
personal transcript (PT)
Persönlicher
Leistungsnachweis
document specifying the learner’s
assessed learning outcomes and
ECVET points
Qualifikation
the formal outcome of an assessment and validation process which
is obtained when a competent body
determines that an individual has
achieved learning outcomes to given
standards
knowledge
learning agreement (LA)
learning outcomes
Memorandum of
Understanding (MoU)
qualification
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Englisch
German
Explanation
qualifying mobility
qualifizierende Mobilität
Mobility stays are considered qualifying if the period spent abroad and
the specialist competences acquired
during the period of work placement
are credited in the sending country;
In most cases, the acquisition of
specialist competences will require a
longer stay
recognition of learning outcomes
Anerkennung der
Lernergebnisse
the process of attesting officially
achieved learning outcomes through
the awarding of units or qualifications
sending institution, home institution
Herkunftseinrichtung
is the institution which will validate
and recognise learning outcomes
achieved by the learner
skills
Fertigkeiten
means the ability to apply knowledge and use know-how to complete tasks and solve problems; in the
context of the European Qualifications Framework skills are described
as cognitive (logical, intuitive and
creative thinking) and practical
(involving manual dexterity and the
use of methods, materials, tools and
instruments)
unit of learning
outcomes (unit)
Einheit von Lernergebnissen (Einheit)
a component of a qualification,
consisting of a coherent set of knowledge, skills and competence that
can be assessed and validated
Validierung der
Lernergebnisse
means the process of confirming
that certain assessed learning
outcomes achieved by a learner
correspond to specific outcomes
which may be required for a unit or
a qualification
validation of
learning outcomes
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Englisch
competent institution
64
German
Explanation
Zuständige Einrichtung
means an institution which is responsible for designing and awarding
qualifications or recognising units
or other functions linked to ECVET,
such as allocation of ECVET points to
qualifications and units, assessment,
validation and recognition of learning outcomes, under the rules and
practices of participating countries
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www.ecvet-info.at