Group items tagged

Softskills Integrity approach

"Case Studies We will be showcasing best practice projects who are implementing ECVET on our website. Below is an example case study, available to download as a PDF:"

When assessment is seamlessly woven into the fabric of the learning or gaming environment so that it's virtually invisible-blurring the distinction between learning and assessment-this is stealth assessment. It is intended to be invisible, ongoing, support learning, and remove (or seriously reduce) test anxiety while not sacrificing validity and consistency. A good way to describe stealth assessment is with a metaphor.

softskills peer assessment approa / research paper

Learning for Jobs OECD Reviews of Vocational Education and Training

"'Now that we see how ECVET can work, broader national strategies are needed which create a link between all the European transparency instruments'. Carlo Scatoli, Policy Officer at the European Commission, DG EAC"

This report analyses progress towards the short-term deliverables. The synthesis report indicates the overall trends and the progress of Member States. Separately published country fiches, concise information on VET systems, and statistical indicators, to be published in the beginning of 2013, will complement the report and provide further, specific data which will allow policy makers to consider concrete actions for development. 

Special Eurobarometer 369 / Wave EB75.4 - TNS opinion & social Attitudes towards vocational education and training REPORT Fieldwork: June 2011 Publication: September 2011

Addressing the challenges forsetting up apprentice­ ships/WBL in small­ and medium sized companies 7 January 2013 Swiss ACVT representatives: Heike Suter­Hoffmann (Government, SERI), Bruno Weber­Gobet (Trade Union), Jürg Zellweger (Employers), George Waardenburg (SERI) Antonio Silva Mendes, European Commission, DG Education & Culture

Vocational Education and Training (VET) Credit Conversion System Manual for the Conversion of qualifications into the ECVET System

Using ECVET to Support Lifelong Learning ANNOTATED EXAMPLES OF HOW ECVET CAN BE USED TO SUPPORT LIFELONG LEARNING

In this booklet Cedefop considers the conditions and measures that Member States need to have in place by 2012 following the 2009 European ECVET recommenda - tion. It has been prepared in close cooperation with the European Commission, the members of the ECVET usersʼ group, and supporting organisations such as the ECVET secretariat and the network of European agencies for lifelong learning.

Cedefop Study, Competence framework for VET professions

Draft White Paper 1

Guide des outils pour agir

There is a huge variety of eInclusion Intermediary actors and roles. Most of these actors belong to the public sector (58%) and mainly consist of public libraries, municipal/local government organizations and government-run telecentres. Third sector organizations make up almost 40% of the sample and include associations, charitable organizations, or foundations and NGOs combined. The private sector (6%) is mostly represented by private training organizations and cybercafés.  The majority of eInclusion intermediaries are small organizations with less than ten employees and operating budgets of less than €100,000. In addition, network membership seems particularly relevant as 60% of these organizations belong to one or more networks.  The services most often offered to users are a) ICT access to computers and the Internet (88% of the organisations offer this) and b) Basic ICT digital literacy training (80%). Employment-related training services are offered by half of the intermediaries. Finally, access to government and social services and access to online courses is offered by 45% of the organizations. The research estimated that there are almost 250,000 eInclusion organizations in the EU27, or an average of one eInclusion organization for every 2,000 inhabitants.