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EU reference terms
The proven ability to use knowledge, personal, social and methodological skills in a work or study environment and also for professional and personal development. In the context of the EQF, competence is described in terms of responsibility and autonomy. (European Council, 2017)
Dissemination is a planned process of providing information on the results of programmes and initiatives to key actors. It occurs as and when the result of programmes and initiatives become available. In terms of the Erasmus+ Programme this involves spreading the word about the project successes and outcomes as far as possible. Making others aware of the project will impact on other organisations in the future and will contribute to raising the profile of the organisation carrying out the project. To effectively disseminate results, an appropriate process at the beginning of the project needs to be designed. This should cover why, what, how, when, to whom and where disseminating results will take place, both during and after the funding period. (ERASMUS+ Programme Guide, 2019)
ECTS = European Credit Transfer and Accumulation System
ECTS is a learner-centred system for credit accumulation and transfer, based on the principle of transparency of the learning, teaching and assessment processes. Its objective is to facilitate the planning, delivery and evaluation of study programmes and student mobility by recognising learning achievements and qualifications and periods of learning. (European Commission website, 2018)
ECVET = European Credit System for Vocational Education and Training.
ECVET is intended to facilitate the transfer, recognition and accumulation of assessed learning outcomes of individuals aiming to achieve a qualification and to promote lifelong learning through flexible and individualised learning pathways (European Parliament and Council of the EU, 2009) (Cedefop, 2016).
EQF = European Qualification Framework.
The EQF main purpose is the translation of national qualifications across Europe. At the same time, it is supposed to increase and support lifelong learning by facilitating workers’ and learners’ mobility. The EQF was adopted by the European Parliament and Council on 23 April 2008. By relating different countries’ national qualifications systems to a common European reference framework, individuals and employers will be able to use the EQF to better understand and compare the qualifications levels of different countries and different education and training systems (European Commission, 2008).
EQAVET = European Quality Assurance Reference Framework.
This instrument aims to help EU countries promote and monitor the continuous improvement of their VET systems based on commonly agreed references. In addition, the framework is also supposed to help building mutual trust between the VET systems and facilitate the process of accepting and recognizing the skills and competencies acquired by learners in different countries and learning environments. EQAVET is a voluntary system to be used by public authorities and other bodies involved in quality assurance. The EQAVET quality model is based on the plan-do-check-act (PDCA) cycle and describes the four stages planning, implementation, evaluation/ assessment and review/ revision of VET which are interrelated. Indicative descriptors are attributed to each of these phases. The model is completed by the ten EQAVET indicators.
Exploitation is (i) a planned process of transferring the successful results of the programmes and initiatives to appropriate decision-makers in regulated local, regional, national or European systems, on the one hand, and (ii) a planned process of convincing individual end-users to adopt and/or apply the results of programmes and initiatives, on the other hand. For Erasmus+ this means maximising the potential of the funded activities, so that the results are used beyond the lifetime of the project. It should be noted that the project is being carried out as part of an international programme working towards lifelong learning and supporting European policies in the field of education, training, youth and sport. Results should be developed in such a way that they can be tailored to the needs of others; transferred to new areas; sustained after the funding period has finished; or used to influence future policy and practice. (ERASMUS+ Programme Guide, 2019)
The result of processing information through learning. Knowledge is the totality of facts, principles, theories and practice in a work or study environment. In the European Qualifications Framework knowledge is described either as theoretical or factual. (ECVET Glossary)
Statements of what a learner knows, understands and is able to do on completion of a learning process defined in terms of knowledge, skills and competence. (ECVET Glossary)
RECOGNITION OF LEARNING OUTCOMES
Formal recognition of learning outcomes’ means the process of granting official status by a competent authority to acquired learning outcomes for purposes of further studies or employment, through (i) the award of qualifications (certificates, diploma or titles), (ii) the validation of non-formal and informal learning, (iii) the grant of equivalence, credit or waivers. (European Council, 2017)
It is the ability to apply knowledge and use know-how to complete tasks and solve problems. In the European Qualifications Framework, skills are described as either cognitive (logical, intuitive and creative thinking) or practical (involving manual dexterity, applying and using learned methods, materials, tools and instruments) (European Council, 2017)
Sustainability is the capacity of the project to continue and use its results beyond the end of the funding period. The project results can then be used and exploited in the longer-term, perhaps via commercialisation, accreditation or mainstreaming. Not all parts of the project or results may be sustainable and it is important to view dissemination and exploitation as a progression that extends beyond the duration of the project, and into the future. (ERASMUS+ Programme Guide, 2019)
UNIT OF LEARNING OUTCOMES
Component of a qualification, consisting of a coherent set of knowledge, skills and competence, which can be assessed and validated.
A unit of a learning outcome (also called learning outcomes unit, unit or module) is a component of a qualification consisting of a coherent set of knowledge, skills and competence which can be assessed and validated […]. This presupposes that the learning outcomes units are structured comprehensively and logically and are thus verifiable. Learning outcomes units can be specific to a single qualification or common to several qualifications and may also describe so-called additional qualifications which are not part of a formal qualification or curriculum. (Germany Federal Ministry of Education and Research, 2012)
VALIDATION OF NON-FORMAL AND INFORMAL LEARNING
The process of confirmation by a competent authority that an individual has acquired learning outcomes acquired in non-formal and informal learning settings measured against a relevant standard and consists of the following four distinct phases: identification through dialogue of particular experiences of an individual, documentation to make visible the individual’s experiences, a formal assessment of those experiences and certification of the results of the assessment which may lead to a partial or full qualification (European Council, 2017)
Terms conventionally adopted in the project”
“the inventory of activities implemented to design, organise and plan an education or training action, including definition of learning objectives, content, methods (including assessment) and material, as well as arrangements for training teachers and trainers” (Cedefop’s Glossary, 2011)
Key Activity is defined as an integrated group of professional competences, which are in their entirety necessary to perform a task relevant to the job profile. The key activities of one profession must together cover all activities for the performance of a profession, regardless of its application context. Units of Learning Outcomes can be derived from key activities (described according to ECVET principles). They thus may be identical to the key activities of a profession, but can also be adapted according to the needs of a training operator or the relevant target groups. (LdV-TOI project coordinated by AFBB “Proper Chance”, 2013)
Family and Community Nurse (FCN) (preliminary internal definition – Sept 2018)
FCN is defined as a qualified-professional nurse who is able to apply evidence-based nursing practices (theoretical & practical knowledge, skills and, competencies) in order to identify and assess the health status and the needs of individuals and families in their cultural context and in the community. Specifically, their role is to control and manage chronic diseases including disorders, syndromes and disabilities by promoting health of community-dwelling population and, to enhance family’s health by providing nursing care at home particularly and person-centered care to older people.
“Informal learning results from daily activities related to work, family life or leisure, it is not structured and most often does not lead to certification; in most cases, informal learning is unintentional on the part of the learner” [ECVET Glossary]
NON FORMAL LEARNING
“Non-formal learning is not provided by an education or training institution and typically does not lead to certification; however, non-formal learning is intentional on the part of the learner and has structured objectives, learning time and learner support” [ECVET Glossary]
PERSONAL AND TRANSVERSAL COMPETENCES
Are described in terms of “competences needed for applying a knowledge and/or a skill in the work context with a certain level of responsibility and autonomy”.
Personal Competences comprises personal, social and/or methodological abilities which could be put into play in society and at work.
Transversal Competences are those typically considered as not specifically related to a particular job, task, academic discipline or area of knowledge but as competences that can be used in a wide variety of situations and work settings.
In the project the term “practice sharing” is used to indicate collaborative learning activities usually taking place in classroom, where students are typically divided in groups and are proposed team work with different strategies, such as for example discussion, case study, problem based learning, role-play, etc.
WORK BASED LEARNING (ITD proposal – Nov 2018)
“the acquisition of knowledge, skills and competences through carrying out, and reflecting on, tasks in a vocational context, either at the workplace or in an education or training institution” ((Network on Work-based learning and Apprenticeships“ source: https://www.wbl-toolkit.eu/site/introduction/whatiswbl]