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HERMES http://www.hermescuole.it

ITACA, Transfer of Innovation Project

29/30 NOVEMBRE 2012

Among the objectives of ITACA, Transfer of Innovation Project:

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Design, in a pilot research / action,

course that leads to certification IT Administrator, focused on project activities and internships, and structured in units defined by Learning Outcomes.

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The goal is a recognition of credits / points ECVET by the competent institutions, referring to the European Qualifications Framework for lifelong learning (EQF).

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European Qualifications Framework

The European Qualifications Framework

(EQF) is a meta-framework that does not replace in any way to the national systems, it is proposed as a common reference for ease of reading and comparison of different qualifications in the Member States of the European Union.

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The EQF is built on eight reference levels, which are being reported all levels of skills of lifelong learning, which is both the title and the certification of formal education and training system such as the qualifications acquired in non-formal ( courses in company, for example) and informal (activities in the workplace that provide knowledge and skills).

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Each level is defined by some specific

learning outcomes, describing the set of knowledge, skills and competence that learners must have acquired from the learning path relates to that level, regardless of context and how that learning has occurred.

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Knowledge: facts, principles, theories and practices related to a field of work or study, they are described as theoretical or practical

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Ability or skills: Ability to apply knowledge and use know-how to complete tasks and solve problems; they can be cognitive or practical

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Skills or competences: proven ability to

use knowledge, skills and personal, social and / or methodological abilities in work or study situations and in professional and personal development, in the context of EQF; they are described in terms of responsibility and autonomy.

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Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications Knowledge, Skills, Competence

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Level 3: (for exemple) knowledge of facts, principles, processes and

general concepts, in a field of work or study skills, a range of cognitive and practical skills

required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information

competences, take responsibility for completion of tasks in work or study - adapt own behaviour to circumstances in solving problems

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It is apparent that many descriptors are

inevitably generic and provide a more immediate applicability of the definitions in the work context rather than education and training paths.

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The most important fact from a conceptual approach is based on learning outcomes (or competence in a broad sense, which promotes and encourages the EQF.)

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This approach implies to create learning

paths based not on the more traditional inputs (type of institution dispensing, learning objectives, content, duration, etc..), but rather on the output (what a learner actually knows, understands and is able to achieve at the end of a learning experience).

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..recognition of credits / points ECVET…

European Credit System for Vocational Education and Training is a system "designed to facilitate the transfer, recognition and accumulation of learning outcomes of people interested in acquiring a qualification."

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Some definitions to use a common language

"Qualification" means a formal outcome of an assessment and validation process which is obtained when a competent institution determines that an individual has achieved learning outcomes to given standards; (fl. this term is the translation of qualification and should not be confused to use that in our country we do the "professional qualification")

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“Learning outcomes” 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;

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‘Unit of learning outcomes’ (unit) means a component of a qualification, consisting of a coherent set of knowledge, skills and competence, that can be assessed and validated;

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The units that make up a qualification should be:

described in legible and understandable with reference to knowledge, skills and competences contained in them;

constructed and organized in a manner consistent with respect to the overall qualification;

constructed in a way that enables discrete assessment and validation of learning outcomes contained in the unit.

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A unit may be a single qualification or common to several qualifications.

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The specifications for a unit should include:

the title of the unit; the title of the qualification (or

qualifications) to which the unit relates, where applicable;

the reference of the qualification according to the EQF level and, where appropriate, the level of the National Qualifications Framework ("NQF") with the ECVET credit points associated with the qualification;

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the learning outcomes contained in the unit;

procedures and criteria for assessment of these learning outcomes;

ECVET points associated with the unit; where appropriate, the validity in time

of the unit

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Some definitions to use a common language

‘Credit for learning outcomes’ (credit)

means a set of learning outcomes of an individual which have been assessed and which can be accumulated towards a qualification or transferred to other learning programmes or qualifications;

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‘Competent institution’ 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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‘Assessment of learning outcomes’ means methods and processes used to establish the extent to which a learner has in fact attained particular knowledge, skills and competence;

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Validation of learning outcomes’ 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; ‘

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‘Recognition of learning outcomes’ means the process of attesting officially achieved learning outcomes through the awarding of units or qualifications;

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ECVET points

‘ECVET points’ 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.

ECVET points provide complementary information about qualifications and units in numerical form.

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How do you decide how many points to assign to a unit and to a qualification?

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To enable a common approach for the use of ECVET points, a convention is used according to which 60 points are allocated to the learning outcomes expected to be achieved in a year of formal full time VET.

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In ECVET the allocation of points usually has two phases: ECVET points are allocated first to a qualification as a whole and then to its units.

For a given qualification, one formal learning context is taken as a reference and on the basis of the convention the total number of points is assigned for that qualification.

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From this total, ECVET points are then allocated to each unit according to their relative weight within the qualification. For qualifications which do not have a formal learning pathway reference, ECVET credit points can be allocated through estimation by comparison with another qualification which has a formal reference context.

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To establish the comparability of

qualifications, the competent institution should refer to the equivalent EQF level or, possibly, NQF or to the similarity of the learning outcomes in a closely related professional field.

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the relative importance of the learning outcomes which constitute the unit for labour market participation, for progression to other qualification levels or for social integration,

the complexity, scope and volume of learning outcomes in the unit,

the effort necessary for a learner to acquire the knowledge, skills and competence required for the unit.

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The relative weight of any given unit common to several qualifications, as expressed in ECVET points, may vary from one of these qualifications to another.

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In the ECVET Recommendation, there is

a clear call to countries, where there is already a national system of points, so that the competent institutions entering into agreements for the conversion of national points in ECVET points.

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In 'EQF, which entered into force in 2008, the European Parliament and the Council recommend to the member states:

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relate their national qualifications systems to the EQF by 2010, particularly in a transparent manner the national qualifications levels to the levels set out in Annex II (see above) and, where appropriate, by developing national qualifications (NQF) in accordance with national law and practice;

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to take measures, where appropriate, so that by 2012 all new qualification certificates, diplomas and Europass documents issued by the competent authorities contain a clear reference on the basis of national qualifications systems - to the appropriate European Qualifications Framework level;

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In response to this recommendation public in Italy in June 2012 a First Report of referencing the Qualifications divided into three phases.

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The first phase is an analysis of the existing, considering all the educational, training and professional that provide for the issuance of title, qualifications, certifications, qualifications by a competent authority.

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In the second step is carried out a mapping of qualification issued.

In the third step referencing to the EQF levels.

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I would point out that, in this report, are also taken into account the qualifications issued by private entities, which by their nature have "ability to meet the needs and opportunities of the market."

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Are used as examples AICQ issuing the certificate of Quality Systems Assessor with the establishment of a special register since 1990.

Another known example is Microsoft who release certifications related to I.T.

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There is a reference to the language certificates that refer to the CEFR Common European Framework for Languages of reference to which the various languages of certification bodies are adapting to expected levels A1, A2, etc. or provide conversion tables.

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The last point being considered, which of course I wish to demonstrate how it has been included in this report, is a reference to the skills for which :

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"Has spread in Europe the ECDL which is the European Computer Driving Licence. It is a certification system that certifies the ability to use personal computers at different levels of detail and specialization and is a standard of reference. The ECDL is an internationally recognized certification and proof that the holder knows the basics of information technology and the skill necessary to use a personal computer and he is informed the main application programs.

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It is aimed at students, workers, the ordinary citizen, that is, to all those who have an interest to demonstrate their ability to use the computer. The certifying body for Italy of the ECDL program - is AICA (Italian Association for Informatics and Automatic Computation).

Features common to the qualifications described above is being issued by approved private bodies (or credited) for the release of the specific certificate to which they relate. "

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Thank you for your courtesy

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