Group items tagged

"La HES-SO propose en partenariat avec l'Université de Genève la Validation des Acquis de l'Expérience dans la perspective de la formation tout au long de la vie. En reconnaissant les compétences acquises, dans le cadre d'activités professionnelles et associatives, la VAE permet une dispense partielle d'un programme de bachelor."

"In June 2010, the European Commission presented a ten-year vision for the future of vocational education and training in a Communication titled 'A new impetus for European cooperation in vocational education and training to support the Europe 2020 strategy' (COM(2010) 296 final). In December 2010, in Bruges (Belgium) the priorities for the Copenhagen process for 2011 to 2020 were set, establishing a vision for vocational education and training to be reached by the year 2020: attractive and inclusive VET; high quality initial VET; easily accessible and career-oriented continuing VET; flexible systems of VET based on a learning outcomes approach which cater for the validation of non-formal and informal learning; a European education and training area; substantially increased opportunities for transnational mobility; easily accessible and high-quality lifelong information, guidance and counselling services. Based on this vision a total of 11 strategic objectives were set for the period between 2011 and 2020 as well as 22 short-term deliverables for the first four years. There are a number of initiatives under development to enhance the transparency, recognition and quality of competences and qualifications, facilitating the mobility of learners and workers. These include the European Qualifications Framework (EQF), Europass, the European Credit System for VET (ECVET), and the European Quality Assurance Reference Framework for VET (EQAVET). "

"The ECVET reflector study was carried on behalf of the European Commission between December 2005 and February 2007, shortly before the ECVET consultation phase. It is embedded in the general objectives of the European Commission and Parliament on enhancing mobility of apprentices (both young people and adults) within VET. The study mandate was to analyse the relationships between the characteristics of the European credit system for vocational education and training (ECVET), as proposed by the European Commission in its consultation document, and the existing regulations and practices of assessment, validation and certification as well as accumulation and transfer of learning outcomes in the national VET and qualification systems in Europe. The aims of the study include: Formulating qualified proposals as to how to design ECVET for possible subsequent implementation throughout Europe in accordance with national and regional rules and regulations; Identifying possible needs for support during ECVET implementation and application; Formulating recommendations for further actions at VET stakeholder levels in national and regional contexts."

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.