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The transition from a post-industrial society to a knowledge-based economy is driving the integration of vocational education and training (VET) and human resource development (HRD), resulting in new systems for lifelong learning. In the perspective of lifelong learning, VET and HRD are no longer separate systems but part of a common developmental approach. This approach supports people in developing their employability and transferability and acknowledges that learning may take place anywhere and can take different forms. The challenge is to develop systems, models and learning arrangements in which VET and HRD are seen as parts of a common frame for lifelong learning. This volume presents perspectives on the policies, dynamics and effects of VET and HRD systems. The introductory chapter is: Emerging research approaches in the European VET and HRD arena / Loek F. M. Nieuwenhuis & Wim J. Nijhof. Section one, 'Analysing systems', contains the following chapters: The VET system between private demands and public interests: the Dutch challenge / Wim J. Nijhof; 101 initiatives but no strategy: policy on lifelong learning in England / Frank Coffield; The learning-oriented company and policy perspectives for VET and HRD / Lorenz Lassnigg; Continuity and change in pathways from education to work / David Raffe. Section two, 'Organising learning processes', contains the following chapters: Competencies in a post-industrial society: the imperative of bringing professions back in by integrating work and learning / Ben Hovels and Paul den Boer; Action-taking orientation of vocational education and training in Germany: a dynamic concept or rhetoric? / Gerald A. Straka; Work-related learning: elaborate, expand and externalise / P. Robert-Jan Simons & Manon C. P. Ruijters; Some hints on the success or failure of self-directed learning at the workplace / Frank Achtenhagen; Innovation and learning in small companies / Loek F. M. Nieuwenhuis. Section three, 'Assessment of output', contains the following chapters: Authentic assessment in vocational examinations: approaches within the German dual system / Klaus Breuer; Assessing institutional effects of colleges: the labour market success of their graduates / Roel J. Bosker, Rolf van der Velden and Peet van de Loo; Vocational education from an economic point of view / Hans Heijke.

Individual chapters are indexed from TD/TNC 71.215 to TD/TNC 71.226. Show less

Founded in 1971, Cooperation in the Field of Scientific and Technical Research (COST) is an intergovernmental framework allowing the co-ordination of nationally funded research on a European level. COST Action 11 investigates different aspects of flexibility, mobility and transferability of vocational competencies. Working Group 5 focuses on aspects of evaluation and assessment of these attributes in Member States of the European Union (EU). This paper is one of a series of national reports highlighting various procedures, strategies, approaches and projects with regard to evaluation and/or assessment in vocational education and training (VET). During the 1990s, the vocational education system in the Netherlands has undergone significant change. A competency-based curriculum has been adopted and a framework to link vocational education programs to labour market requirements has been developed. However, research into the development of structured assessment approaches to the acquisition of vocational competencies is lacking. This paper presents a case study of a system designed to integrate assessment with instruction. The Educational Development and Assessment System (EDAS) was initiated at the Enschede Institute for Higher Education for Small Business and Retail Management in 1997. The system aims to achieve a better match between student learning and the competencies to be attained.

The volume from which this paper is taken is indexed at TD/TNC 67.267. Selected papers are indexed from TD/TNC 67.268 to TD/TNC 67.279. Show less

This contribution shows an example of how an assessment innovation can serve as a flywheel for changing teaching and learning. This article first explains the development of an authentic, competence-based performance assessment in pre-vocational secondary education (pre-VET). Using these assessments in pre-VET, that is preparatory to VET, is important for motivating students for a future in VET. Second, in an action research 34 teacher teams of 11 pre-VET institutions implement the new assessment, supported by researchers and teacher coaches, to illuminate how it motivates students, prepares them for VET, and influences teaching and learning. Data from 76 teachers, 68 students, 24 teacher coaches and 3 researchers showed how implementing these assessments raised questions about changing educational content and pedagogy to fit a competence-based approach. Increasing teachers' expectations of students, changing student-teacher interaction patterns, and developing teachers' practical understanding of competencies and how they can be observed and discussed in assessments are some of the intriguing challenges that require further support for proper implementation of competence-based assessments and developing an aligned competence-based teaching and learning process.

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The overall situation as regards validation of non-formal and informal learning in Europe in 2010 is presented in a series of reports. The synthesis report is: 2010 update of the European Inventory on validation of non-formal and informal learning: final report / Jo Hawley, Manuel Souto Otero and Claire Duchemin. The 34 country reports are: Austria / Genoveva Brandstetter and Karin Luomi-Messerer; Belgium (Flanders) / Cecile Mathou; Belgium (Wallonie) / Cecile Mathou; Bulgaria / Nataliya Nikolova; Croatia / Lidija Buric; Cyprus / Anna Manoudi; Czech Republic / Daniela Ulicna; Denmark / Kirsten Aagaard; Estonia / Marin Gross; Finland / Anne-Mari Nevala; France / Anne-Marie Charraud; Germany / Silvia Annen and Markus Bretschneider; Greece / Anna Manoudi; Hungary / Eva Tot; Iceland / Fjola Maria Larusdottir; Ireland / Dermot Coughlan; Italy / Elisabetta Perulli and Gabriella di Francesco; Latvia / Agnese Rusakova and Andrejs Rauhvargers; Liechtenstein / Katerina Mantouvalou; Lithuania / Rasa Juciute; Luxembourg / Stephanie Oberheidt; Malta / Katerina Mantouvalou; Netherlands / Ruud Duvekot; Norway / Jo Hawley and Odd Bjorn Ure; Poland / Aleksandra Duda; Portugal / Ana Luisa Oliveira Pires; Romania / Carmen Juravle; Slovakia / Daniela Ulicna; Slovenia / Veronika Tasner; Spain / Noel Alonso; Sweden / Ida Thomson; Turkey / Fusun Akkok; UK (England, Wales and Northern Ireland) / Jo Hawley; UK (Scotland) / Jo Hawley.

The 10 case studies are: From mass adult VET towards tailor-made VET: the Specialist Qualification in Competence-Based Qualifications, Finland / Esa Jokinen; L@EGAL 2 - European investment in the future of Roma people in Romania / Carmen Juravle; Mykolas Romeris University (Lithuania): recognising non-formal and informal learning within university studies / Rasa Juciute; Recognition for professionalisation in the adult learning sector: Academy of Continuing Education (wba), Austria / Monika Prokopp and Karin Luomi-Messerer; Recognition of prior experiential learning in higher education in Portugal / Ana Luisa Oliveira Pires; SSSC case study: RPL as a stepping-stone to qualifications / Jennifer Rasell; The Philips Vocational Qualifications Programme, the Netherlands / Rasa Juciute; Validation of prior learning: a stepping stone for the reintegration of inmates into society (Norway) / Claire Duchemin; Validation of prior learning in the construction sector: towards a qualified construction workforce for Poland / Rasa Juciute; Youthpass: recognising the non-formal learning of young people in Europe / Rasa Juciute. The four thematic studies are: Assessment methods / Manuel Souto Otero; Costs and benefits of validation / Antonio Gimenez Plaza, Jo Hawley and Manuel Souto Otero; Validation for specific target groups / Claire Duchemin and Jo Hawley; Validation in the higher education sector / Claire Duchemin and Jo Hawley. Show less

Founded in 1971, Cooperation in the Field of Scientific and Technical Research (COST) is an intergovernmental framework allowing the co-ordination of nationally funded research on a European level. COST Action 11 investigates different aspects of flexibility, mobility and transferability of vocational competencies. Working Group 5 focuses on aspects of evaluation and assessment of these attributes in Member States of the European Union (EU). This paper is one of a series of national reports highlighting various procedures, strategies, approaches and projects with regard to evaluation and/or assessment in vocational education and training (VET). The paper begins with an overview of changes in Dutch VET during the 1990s and the implications for flexibility, mobility and transferability of vocational competencies. The discussion then focuses on the output criteria generally used for evaluation purposes in Dutch VET and includes examples of evaluation research undertaken. Conclusions are drawn from these examples about the research needed to evaluate flexibility, transferability and mobility in Dutch VET.

The volume from which this paper is taken is indexed at TD/TNC 67.267. Selected papers are indexed from TD/TNC 67.268 to TD/TNC 67.279. Show less

The 2014 inventory update, compiled in cooperation with the European Commission, closely reflects the European guidelines on validation. It includes 36 reports for 33 countries, eight in-depth thematic reports, two case studies and a synthesis report of main findings. The reports present information up to January 2014. The synthesis report is 'European inventory on validation of non-formal and informal learning 2014: final synthesis report'. The 36 country reports are: Austria / Karin Luomi-Messerer; Belgium (French) / Cecile Mathou; Belgium (Dutch) / Eliza Kritikos; Bulgaria / Maria Dzgengozova; Croatia / Marija Pavkov; Cyprus / Stelina Chatzichristou; Czech Republic / Daniela Ulicna; Denmark / Kristen Aagaard; Estonia / Marin Johnson; Finland / Anni Karttunen; France / Claire Duchemin; Germany / Silvia Annen and Markus Bretschneider; Greece / Stelina Chatzichristou; Hungary / Eva Tot; Iceland / Fjola Maria Larusdottir and Ingiborg E. Gudmundsdottir; Ireland / Ilona Murphy; Italy / Elisabetta Perulli; Latvia / Agnese Rusakova; Liechtenstein / Silvia Annen and Markus Bretschneider; Lithuania / Rasa Rotomskiene; Luxembourg / Claire Duchemin; Malta / Jane Sanderson; Netherlands / Ruud Duvekot; Norway / Jo Hawley, with support from Odd Bjorn Ure; Poland / Aleksandra Duda and Maciej Gruza; Portugal / Anna Luisa de Oliveira Pires; Romania / Magda Balica; Slovakia / Daniela Ulicna; Slovenia / Katerina Kosmrlj; Spain / Natalia Alvarez Bermudez; Sweden / Eila Heikkila; Switzerland / Deli Salini; UK (England and Northern Ireland) / Jo Hawley; UK (Scotland) / Jo Hawley; UK (Wales) / Jo Hawley; Turkey / Yasemin Yagci.

The eight thematic reports are: Awareness raising / Jane Sanderson; Competence assessment in the private sector / Natalia Alvarez Bermudez; Current approaches to skills audits in the public sector / Natalia Alvarez Bermudez; Multi-level governance / Ilona Murphy, Natalia Alvarez Bermudez and Claire Duchemin; Guidance and counselling / Jane Sanderson; Research themes on validation / Manuel Souto-Otero; Validation and early school leavers / Jo Hawley; Validation methods / Manuel Souto-Otero.The two case studies are: Kompetenz mit System (KmS) Austria / Mariya Dzhengozova; Validation of self-acquired learning and credits transfer in web design and computer animation (CREATE) / Mariya Dzhengozova. Show less

This publication contains papers based on the 'Flexibility, transferability and mobility as targets of vocational education and training' (COST Action A11) program which was initiated in 1971 by the European Commission (reports associated with this program are indexed at TD/TNC 73.596 and TD/TNC 67.267). Within this framework, there are five working groups and the papers in this volume are a selection of contributions from Working Group 5: Evaluation and Assessment, and focus on the evaluation of vocational education and training (VET). The papers are: Cultures of vocational education and training in respect to flexibility, transferability and mobility / Klaus Breuer, Klaus Beck (p. 9-20); Qualified vocational education in Sweden - a new form of post-secondary education / Jan Johansson, Torsten Bjorkman, Marita Olsson, Mats Lindell (p. 21-40); In search of 'best practice' in school self-evaluation: an exploratory study in secondary schools / Geert Devos, Jef C. Verhoeven (p. 41-65); Education and training of vocational sector - object of external evaluation in Finland / Anu Raisanen (p. 67-90); Assessment in vocational education and training in Ireland / Stan McHugh, Marie Ena Walsh (p. 91-107); The integration of educational, vocational and labour market systems in Italy: an evaluation / Orsola Fornara, Stefano Volpi (p. 109-132); Integrating a flexible, transfer oriented experiment into regular Dutch VET, has it worked? / Peter den Boer, Elly de Bruijn, and Truus Harms (p. 133-152); Evaluation of authentic assessment in vocational examinations: approaches within the German dual system / Klaus Breuer (p. 153-166).

Individual papers are indexed from TD/TNC 80.233 to TD/TNC 80.239. Show less

This contribution reviews how four European countries - England, Germany, France and the Netherlands - use the concept of competence in the process of developing vocational education and training [VET]. Competence in England is set in the context of the National Vocational Qualifications; in Germany within action competence and the approach to learning areas; in France within the Emploi Type Etudie dans sa Dynamique (ETED, translated by Cereq as Typical Employment Studied in Its Dynamics) and the bilan de competences; and, in the Netherlands, the concept is strongly linked to the development of a competence-based qualification structure for senior secondary vocational education. The nature of this review is rather descriptive as it aims to present a comparison of the meaning and use of the concept of competence within these respective countries. It can be concluded that despite a certain amount of diversity, especially at the instrumental level, there is enough conceptual convergence within the four above-mentioned countries to posit some common principles of competence and competence-based VET. In a subsequent contribution, Mulder et al. (this issue [indexed at TD/TNC 89.74]) will present a more critical analysis of the literature on the competence concept and its use. To avoid unnecessary overlap, the list of references for this article will be included in that second critical literature review.

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In April 2020, Cedefop's community of apprenticeship experts launched an internal consultation on how European countries are managing apprenticeships in the current health emergency due to the coronavirus pandemic. Twenty five experts contributed to this exercise from: Austria, Belgium, Bulgaria, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Lithuania, Malta, the Netherlands, Norway, Poland, Portugal, Romania, Slovenia, Spain, Sweden, and the UK (England and Wales). This publication is the synthesis report from the consultation. It is presented in five main sections: (1) Impact on apprenticeships school-based component; (2) Impact on company-based component' (3) Implications on contracts, remuneration; (4) Assessment and final examination; (5) Centralised support.

Some key findings: all the above countries make efforts to keep up with the learning at school via distance learning and maintain the contracts with the companies; distance learning is piecemeal, and its use very much depends on the schools' and teachers' e-skills and availability, and on sectors; the role of teachers and of cooperation at school-company level is critical to ensuring training continuity (especially via distance learning); apprentices who still go to companies, are occasionally allowed - in cooperation with schools - to make up for parts of learning meant to be delivered in schools; all schools and VET providers offering training to apprentices are closed; most countries have set up arrangements for distance learning, including organised online classes; In most countries, apprentices do not go to companies, but the situation varies by sector, scheme or education level - where it is considered safe, in-company training continues); in general, apprentices whose contracts are not suspended are paid as usual.

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The main goal of the current study was to gain a better understanding of assessment practises in a teaching hotel. Data were collected in three different ways: (1) a critical-incidents interview; (2) analysis of all assessments in the practise modules; and (3) an experiment on front-office operations. Interviews indicated both positive and negative aspects of the assessment methods applied. Analysis of the assessments database showed different outcomes for several modules. The experiment showed no significant impact of using a checklist. Further research is indicated, since it is ultimately the quality of the assessment which will determine whether a teaching hotel will be considered a true competence-development centre.

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