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VALIDATION OF NON-FORMALAND INFORMAL LEARNINGIN ARMENIA, GEORGIA ANDUKRAINE

The contents of this collection of documents – prepared in the context of the ETFregional project on continuing vocational training in Eastern Europe (2011-14) – are the sole responsibility of the authors and do not necessarily reflectthe views of the ETF and the EU institutions, or the Armenian, Georgian, andUkrainian governments.

© European Training Foundation, 2014.Reproduction is authorised provided the sourceis acknowledged.

VALIDATION OF NON-FORMAL AND INFORMAL LEARNING IN ARMENIA, GEORGIA AND UKRAINE

PREFACE 2

DEVELOPING A SYSTEM FOR THE VALIDATION OF NON-FORMAL AND INFORMAL LEARNING IN GEORGIA – A POLICY CONCEPT PAPER 5

ESTABLISHING A SYSTEM FOR THE VALIDATION OF NON-FORMAL AND INFORMAL LEARNING IN ARMENIA – ASSESSMENT GUIDELINES 39

ESTABLISHING A SYSTEM FOR THE VALIDATION OF NON-FORMAL AND INFORMAL LEARNING IN ARMENIA – ASSESSMENT GUIDELINES (IN RUSSIAN) 55

AN OCCUPATIONAL PROFILE FOR COOKS 71

AN ASSESSMENT FILE (IN RUSSIAN) 79

2 VALIDATION OF NON-FORMAL AND INFORMAL LEARNING IN ARMENIA, GEORGIA AND UKRAINE

PREFACE

As part of the ETF regional project on continuing vocational training (CVT) in Eastern Europe (2011-14)1, Armenia, Georgia and Ukraine chose to work more in depth with validation of non-formal and informal learning (VNFIL or validation). Both Armenia and Ukraine have been developing methods for the assessment of cooks including training of assessors. Georgia focused on developing a policy concept to identify for whom and for what purpose to implement VNFIL.

WHY VNFIL AND CVT?

Learning has traditionally been seen as something that takes place within formal educational settings. Learning that takes place outside of those settings has to a large extent been disregarded. Continuing vocational training can be defined as learning that takes place after initial education and training is finished. CVT often takes place outside of those formal settings and the main purpose is for people to progress in their professional and personal development. As the idea of lifelong learning has gained momentum, there has been a growing need for tools that can demonstrate the skills and experience that a person has gained outside of a formal setting and how they have been put to use. Validation is one such tool. In the context of CVT validation is important because in addition to facilitating lifelong learning and putting emphasis on the value of all learning regardless of where and when it took place, validation also:

� enhances people’s motivation for learning and increases participation in learning; � creates possibilities for mobility and strengthens employability; � facilitates quicker updating of knowledge and skills by not re-training people, instead making complementary

training possible by recognising what people already know and can do; � builds bridges between the world of work and the education system, for example by involving employers in the

assessment of skills and competences.

WHAT NEXT?

The CVT project is coming to an end this year. Developments in the field of CVT and VNFIL are expected to continue and possibly expand, with the ultimate aim of fully implemented national systems. For VNFIL to be a recognised and useful instrument there is still much work to do and many issues to discuss. Some are more technical and some more for policy decisions. The most central challenges are listed below (note that these points do not necessarily appear in the order they need to be addressed).

Value of VNFIL outcome

For validation to be successful, the end result must be recognised and accepted by all those who are recipients and be valid for the purpose of which it is intended to be used. If an individual goes through assessment and the validation of competences holds no value in for example the labour market (if the purpose is employment) and potential employers do not take it into account when hiring, then the validation is a failure.

It is therefore essential to build systems of validation that are fit-for-purpose and where all stakeholders are in agreement. In some contexts this means there needs to be a legal basis for VNFIL, in other cases it is enough that all involved agrees on its purpose and value.

Who pays?

One of the most common challenges in implementing a VNFIL system is funding. Both infrastructure and the assessment of candidates cost money. A well designed and fully functional system will most likely save money in the long run, but funds will be needed before a system can be self-sustainable. There are many different models for funding, ranging from publicly funded (for example in the Nordic countries) to privately funded (by candidate/employers) systems. Funding decisions depend on the context of a country, but this is one of the most important issues to resolve.

1 The CVT project involved seven countries: Armenia, Azerbaijan, Belarus, Georgia, the Republic of Moldova, Russia, and Ukraine.

PREFACE 3

Who does what?

There needs to be a clear institutional infrastructure where roles and responsibilities within the VNFIL system are defined, transparent and communicated. There is no single best way of setting up VNFIL infrastructure. Systems need to fit country specificities and should be designed according to what the VNFIL system aims to achieve (employability, progression, exemption, etc.). It also needs to be designed for a broad stakeholder involvement. To achieve this, a coordinating institution should be appointed, with the task of supporting further developments and implementation, including being responsible for facilitating stakeholder involvement.

What to recognise and assess?

Two questions to be answered regarding the standards to be used for assessing non-formal and informal learning are (i) which standards should be used; and (ii) are these standards good enough and fit-for-purpose? A large part of implementing VNFIL will be both to revise standards and to develop new ones, preferably in close cooperation with education and employers. In addition, the link between the system of VNFIL and qualifications frameworks/systems needs to be addressed.

Following this brief introduction you will find some examples of the outcomes of the work with VNFIL under the CVT project. First you will find a policy concept paper that gives a good overview of VNFIL as a concept. Second you will find an assessment guide, both in English and Russian, which goes into more technical details on how to assess knowledge and skills. Finally you will find an occupational profile for cooks that has already been used as a standard for assessment and also an assessment file, in Russian, where the assessment result is recorded.

5

DEVELOPING A SYSTEM FOR THE VALIDATION OF NON-FORMAL AND INFORMAL LEARNING IN GEORGIAA POLICY CONCEPT PAPERPrepared for the ETF by David Handley, International Expert, with support from the VNFIL working group March 2014

INTRODUCTION AND BACKGROUND 6

1. THE VNFIL APPROACH PROPOSED FOR GEORGIA 12

1.1 Aims and objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

1.2 Target groups and beneficiaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

1.3 Expected benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

1.4 Inclusion of VNFIL in the further development of the NQF . . . . . . . . . . . . . . . . . . . . . . . 14

1.5 Design of the Georgian VNFIL system . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

2. IMPLEMENTING VNFIL IN GEORGIA 20

2.1 A step-by-step approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

2.2 Delivery infrastructure and institutional responsibilities and capacities . . . . . . . . . . . . . . 20

2.3 Costs and financial implications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

SUMMING-UP AND RECOMMENDATIONS 23

ANNEXES 25

Annex 1. VNFIL methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Annex 2. Work plan for VNFIL implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

SOURCES 37

6 DEVELOPING A SYSTEM FOR THE VALIDATION OF NON-FORMAL AND INFORMAL LEARNING IN GEORGIA

INTRODUCTION AND BACKGROUND

This policy concept paper for the development of a system for the validation of non-formal and informal learning (VNFIL) in Georgia has been produced within the context of a project supported by the European Training Foundation (ETF).

The project, carried out between November 2013 and March 2014, was part of a wider ETF-supported CVT (continuing vocational training) project covering seven countries from the region, of which three (Armenia, Georgia and Ukraine) are focusing their activities on the development of concepts and methodologies for VNFIL.

The objective of the project was to develop a VNFIL policy and methodology package, in close cooperation and interaction with the relevant state bodies and the VNFIL working group and its beneficiaries were the VET Department of the Ministry of Education and Science (MES) and the National Centre for Educational Quality Enhancement (NCEQE).

The paper, drafted by an international expert, supported by a national expert and a VNFIL working group including representatives of key stakeholders in the Georgian VET system, has been developed through a process and approach agreed with representatives of the NCEQE, the MES and the ETF.

LIFELONG LEARNING STRATEGIES IN THE EUROPEAN UNION

As Georgia looks towards further integration into the wider community of European and faces the challenge of modernising its education system as part of its alignment with European policies and systems, it has come to recognise that traditional education policies and approaches are ill-equipped to empower citizens to deal with all the consequences of globalisation, demographic change, digital technology and environmental problems.

The pace of economic and social change is such that school leavers now face a far more uncertain future in a rapidly changing labour market than previous generations and, throughout the labour force there will be few people who do not need to make major career changes in the course of their working lives.

Whilst each country is responsible for its own education and training system, EU-level policies are designed to support national actions and help address common challenges including ageing societies, skills deficits among the workforce, and global competition. Economic and social change (including consequences of the economic crisis, aggravation of skills mismatches, growing unemployment), transition to a knowledge-based society and the uncertain economic climate have led countries throughout Europe – and the European Union itself – to play closer attention to promoting and supporting lifelong learning.

EU education and training policies have gained impetus since the adoption of the Lisbon Strategy in 2000 (the overarching programme focused on growth and jobs), acknowledging that knowledge, and the innovation it sparks, are the EU’s most valuable assets, particularly in light of increasing global competition. EU Member States and the European Commission strengthened co-operation in 2009 with the strategic framework for European cooperation in education and training (ET 2020).

Whilst high-quality pre-primary, primary, secondary, higher and vocational education and training are all fundamental to Europe’s success, a comprehensive approach to lifelong learning needs to be a priority in a rapidly changing world, providing the key to employment, economic success and full and active participation within society.

The long-term strategic objectives of EU education and training policies are:

� making lifelong learning and mobility a reality; � improving the quality and efficiency of education and training; � promoting equity, social cohesion and active citizenship; � enhancing creativity and innovation, including entrepreneurship, at all levels of education and training.

In the context of lifelong learning policies, it is common to distinguish between ‘formal’, ‘non-formal’ and ‘informal’ learning.


Formal learning refers to the programmes and qualifications offered within the education system by schools, colleges and universities at primary, secondary and higher education level, including academic, general and vocational provision.

Non-formal learning, on the other hand usually refers to planned learning activities involving some sort of learning support that are organised outside the formal education system, including most adult education and training provision such as work-related training courses, online or distance learning, or community based courses organised by civil society organisations including NGOs.

Informal learning is learning that is not organised or structured and includes skills and knowledge acquired either intentionally or unintentionally by individuals through life or work experience including experiential and self-learning. In many languages, including Georgian, this concept is often confused by the fact that there is no linguistic distinction between non-formal and informal learning, with the same term usually used for both.

EU lifelong learning policies aspire to create a culture of learning which encompasses the whole spectrum of formal, non-formal and informal learning and promotes active citizenship, personal fulfilment and social inclusion as well as employability, and establishment of comprehensive lifelong learning frameworks is promoted as an integral part of the European integration process.

European cooperation has led to the development of a number of EU reference tools to help learners and support national reforms including recommendations and common principles. These cover such areas as key competences for learners, quality assurance in higher education and VET, quality of mobility, lifelong guidance, the recognition of qualifications abroad and the validation of non-formal and informal learning.

A set of common European principles for identifying and validating non-formal and informal learning was adopted by the European Council in May 2004, and the related European guidelines for validating non-formal and informal learning1 define such validation as follows: ‘The confirmation by a competent body that learning outcomes (knowledge, skills and/or competences) acquired by an individual in a formal, non-formal or informal setting have been assessed against predefined criteria and are compliant with the requirements of a validation standard. Validation typically leads to certification.’

The principles set out in the guidelines are reflected in this policy concept paper, which offers a basis for the implementation of a VNFIL system in Georgia relevant to the national context and informed by European practices.

RELATIONSHIP BETWEEN VNFIL AND NATIONAL QUALIFICATIONS FRAMEWORKS

EU policies also place an emphasis on measures to promote mobility within and between national labour markets and this has led in recent years to development of a European Qualifications Framework (EQF) which is intended to act as a translation device to make national qualifications more transparent across Europe, promoting workers’ and learners’ mobility between countries and facilitating their lifelong learning. This has encouraged governments to develop national qualifications frameworks which can be referenced against the EQF.

At its most basic level a qualifications framework is an instrument for the classification of qualifications. It is a structure of levels that, with associated procedures and conventions, can be used to describe and then compare qualifications. A national qualifications framework integrates and coordinates the qualifications systems of a country, thus improving the transparency and quality of qualifications and the mobility of learners within and between the systems.

The increasing emphasis on qualifications has led to and reinforced an already emerging trend towards defining qualifications in terms of ‘learning outcomes’, i.e. certifying that an individual has achieved certain learning outcomes required for award of the qualification, often defined in terms of standards. This understanding differs from the traditional view of qualifications defined in terms of learning content or inputs including the duration of courses or programmes.

Defining qualifications in terms of learning outcomes makes it possible to recognise achievements gained through non-formal and informal learning as well as those gained though participation in formal learning programmes. This tends to challenge the traditional assumptions that qualifications will normally be attained by those following a sequential progression through the education system prior to their entry to the labour market and that, once qualified the individual will follow a defined career path until retirement.

1 Cedefop, European guidelines for validating non-formal and informal learning, Office for Official Publications of the European Communities, Luxembourg, 2009.


The pace of economic, technological and social change requires individuals to be ever more flexible and mobile and there are increasing pressures on those without qualifications to become qualified and for those with qualifications to continue to develop new skills and competences and to extend their qualifications by obtaining recognition for the additional knowledge, skills and competences obtained throughout life.

For this reason, a central plank of lifelong learning policies is the need to provide mechanisms for individuals to obtain recognition of their knowledge, skills and competences for a variety of purposes which include re-entry to education and training as well as employment and career progression.

As a majority of qualifications in all national qualifications systems are those of the formal education system, the demands of many people, including those lacking the necessary qualifications, is to obtain qualifications which are normally awarded to those completing formal education programmes. Increasingly the assessment2 procedures for such qualifications include arrangements for the recognition of prior learning (RPL), which enable candidates to have their prior learning3 (or achievements) validated to enable the award either of whole qualifications or credits towards the award of such qualifications.

However it should be recognised that obtaining qualifications of the formal education system is not the whole story. Increasingly there is an emphasis on ‘validation of non-formal and informal learning’ which implies a broader approach that goes beyond the awarding of credits towards qualifications of the formal education and training system. Although VNFIL can lead to the awarding of such qualifications, the concept also potentially allows for the recognition of all kinds of achievements that it is useful to make explicit.

Validation is thus intended to enable the full range of an individual’s knowledge, skills and competences to be recognised – not only those acquired at school, university or other education and training institutions but also those acquired during life or through experience – in order to enhance employability and career advancement, support mobility within or between labour markets, facilitate progression within education and training, or simply to improve individual self-confidence, self-esteem and consequently encourage people to return to economic activity after long periods of inactivity.

Systematic validation mechanisms are thus intended to make clear the skills available in the workforce through processes involving identification, documentation, assessment and certification4 of a person’s learning experiences.

In countries that still do not have well-developed systems of continuing VET qualifications based on continuing training or professional development for adults, validation tends to reflect a RPL process providing credits towards qualifications of the school-based VET system, and the clients in such cases tend to be those lacking qualifications of the initial vocational education system rather than those who already have basic qualifications for employment and who are seeking recognition of their achievements to help them obtain employment or career progression. In Georgia there is evidence that VNFIL is considered to be important both for unemployed people with qualifications and for companies wanting their employees to become better qualified.

Many competences valued by employers are, however, not recognised at all in qualifications of initial education and training systems because they relate to specialised skills and knowledge acquired by adults after entry to employment through non-formal learning (e.g. employer-based training), experiential or work-based learning, or during life.

To address this problem, some countries have evolved bottom-up validation systems which provide a basis for identifying, documenting, assessing and/or certificating such competences. There are several countries that have included a sectoral approach in which the initiative has been taken by social partners including employers, sometimes at a regional level, to validate achievements5.

It may thus be noted that validation may be linked with an increased emphasis on the need to define and develop qualifications for continuing vocational education and training and continuing professional development, and that National Qualifications Frameworks will need to include certificates awarded by non-formal as well as formal providers. Many of them do. The role of National Qualifications Frameworks in aiding the validation of formal and non-formal learning is one of the most commonly stated objectives of NQFs in Europe6. For example, in some countries many of the qualifications for sports coaches and instructors are provided by the non-formal rather than the formal sector.

2 Assessment (of competences) may be defined as ‘the sum of methods and processes used to evaluate the attainments (knowledge, know-how and/or competences) of an individual, and typically leading to certificationt. Source: www.cedefop.europa.eu/EN/about-cedefop/projects/validation-of-non-formal-and-informal-learning/european-inventory-glossary.aspx

3 Prior learning may be defined as ‘the knowledge, know-how and/or competences acquired through previously unrecognised training or experience’. Source: www.cedefop.europa.eu/EN/about-cedefop/projects/validation-of-non-formal-and-informal-learning/european-inventory-glossary.aspx

4 Certification (of competences) is defined as ‘the process of formally validating knowledge, know-how and/or competences acquired by an individual, following a standard assessment procedure. Certificates or diplomas are issued by accredited awarding bodies. Comment: certification validates the outcome of either formal learning (training actions) or informal/non-formal learning’. Source: www.cedefop.europa.eu/EN/about-cedefop/projects/validation-of-non-formal-and-informal-learning/european-inventory-glossary.aspx

5 See examples in 2010 update of the European inventory on validation of non-formal and informal learning – Final report, Cedefop, Section 2.4.2.

6 Working Paper No 12, Development of national qualification frameworks in Europe, Cedefop, October 2011.


It follows from this that, until suitable qualifications that meet all potential VNFIL needs are developed and included in the NQF, there will be a need for at least some VNFIL certification to develop in parallel with and, if necessary, outside the NQF.

KEY ISSUES IN HUMAN RESOURCES DEVELOPMENT, VET AND NQF DEVELOPMENT IN GEORGIA

The overall context for development of the VNFIL concept and approach in Georgia is provided by the Georgian VET Strategy 2013-207.

The Government is planning to lunch and implement a range of reforms in 2014, and it is important that the VNFIL system should be designed in the context of the planned reforms rather than reflecting and reinforcing current VET practices. The main stakeholders in the VET system are known to support the principle of validation and some reforms already undertaken or in progress include various measures and instruments that can link with and provide support to establishment of a VNFIL system.

These include:

� establishment of an eight-level Georgian National Qualifications Framework (NQF) which includes a sub-framework for VET qualifications at Levels I-V of the NQF, which may include mechanisms for awarding whole or part qualifications on the basis of VNFIL (now legally allowed at levels I–III);

� on-going work on revision and improvement of the existing occupational standards8, as well as development of additional ones; thus providing an objective basis for validating proven occupational skills and competences on the basis of documented achievement of required learning outcomes;

� the start of the (long) process of modularising VET curricula and programmes, which will create the possibility of validating achievements towards part qualifications possible in the future. The first example of full modularisation of a VET programme was accomplished in 2013 with full support of the EU VET project, but pilot implementation had not yet started at moment of writing of this paper. At present completion of modules is planned to be recognised by issuing a transcript rather than a recognised certificate, but modular certification is a possibility that could enable recognition of part qualifications. In view of the fact that VNFIL candidates are often not able to provide sufficient documented proof of their achievements for award of a full qualification, the recognition of part qualifications would be a major step forward, and partly qualified persons would then have increased incentives to continue their learning in order to achieve fully qualified status;

� an already existing legal basis for validation of skills acquired though non-formal and informal learning with a regulation (Order No. 8/N of the MES of 03.02.2011) – which is already being used in a limited way to provide a VNFIL route to recognise prior learning. However it should be noted that the validation provided for in this regulation is currently limited to qualifications at the first three levels of the NQF, and validation at the fourth and fifth levels is explicitly excluded from the existing legal provisions. This separation is partly justified by the fact that levels IV and V have a close interface with the regulatory framework of higher education e.g.: entry requirements). It may however also reflect an assumption that only low level VET achievements can be recognised in this way.

However the Georgian authorities are concerned about the need for the design of the VNFL system to take account of the inherent risk of corruption which could do serious damage to the reputation and value of Georgian qualifications. It will therefore be essential for any proposals to extend VNFIL beyond existing formal education practices to build in necessary safeguards to protect the integrity of the qualifications system.

CURRENT STATE OF PLAY OF VNFIL IN GEORGIA: PROBLEMS AND ISSUES

Current experience of skills validation: addressing the formal VET dead-end problem

Although Georgia has been committed to the establishment of systems for recognition of prior learning (RPL) and validation of non-formal and informal learning for some years, debate about validation and actual practice within Georgia’s VET system have almost entirely been focused on the question of entry to level IV of the VET qualifications framework.

7 Vocational Education and Training Development Strategy for 2013-2020, Ministry of Education and Science, Georgia, 26 December 2013.

8 Approx. 250 OS are included in the online registry maintained by NCEQE, available at: http://eqe.ge/eng/education/professional_education/occupational_standards_list


More specifically VET policy makers and VET providers alike have been concerned by the need to bypass certain barriers to educational progression, notably the entry requirements to VET qualifications at level IV. This issue relates mainly to qualifications at level III for secondary education leavers wanting to enter a programme leading to a VET qualification level IV. The introduction of a RPL (or VNFIL) system was expected in the first place to solve, the systemic barrier to vertical permeability that is affecting numerous applicants to formal VET programmes leading to level IV qualifications.

‘Validation’ is thus being used in practice to provide an alternative means of meeting entry requirements for courses at NQF level IV by those lacking a VET qualification and Level III, and is the result of a legal requirement that candidates must pass through all qualification levels consecutively (i.e. that they have attained the previous level of qualification before progressing to the next level) or have provided evidence of the achievement of learning outcomes at the previous level.

It is clear that validation cannot be regarded as a satisfactory solution to the problem, which surely demands a legal amendment. This debate is in fact almost equivalent to the discussion on the “VET dead-end” in Georgia. In early 2014 the authorities have advanced in studying really systemic solutions to this dead-end problem, and a three-scenario proposal is in preparation9.

As a result, almost all validation candidates are students leaving the general education system without previous vocational training or systematic work experience. Although they are sometimes able to gain credits towards VET qualifications, their general lack of experience means that they are rarely able to meet the validation requirements for award of a complete qualification. There is also some demand from young people who have left, but wish to re-enter, formal education provision. However it may also be observed that many providers lack the capacity to provide validation, and there is little awareness of RPL or validation among learners and students.

Although there seems to be quite a high level of awareness about validation among VET providers, some of those with experience of carrying out validation on the basis of the existing regulation claim to have experienced problems. This may be because the ‘validation’ is being used for a purpose which is different from what was intended. In practice, putting the regulatory requirements into practice in a consistent and quality-assured manner is difficult and may even be risky for authorised providers as well.

Existing validation practices tend to be mainly based on the setting of tests and other assessment procedures rather than on the evaluation of other documentation, although at the piloting stage use was also made in some cases of product evidence. Although occupational standards should make it possible to recognise prior achievement of VET competences, it is difficult for most young applicants to courses for level IV to demonstrate all the necessary achievements (of level III). Assessment committees have carried out hundreds of individual assessment procedures which, despite being termed “validation of prior learning or of non-formal learning”, are really entry tests.

It is clear that there are significant differences in approach from other countries in the region, with Armenia and the Ukraine for instance following an approach were based on using open access to skills tests as a basis for the certification of persons who are currently working in occupations for which there are no relevant qualifications of the formal VET system.

The use of validation in Georgia to support progression by students in the formal education system is thus atypical and, rather than being directed towards those with greatest need of it, it is exclusively focused on dealing with the VET dead-end problem which is a specific characteristic of the current system in Georgia. Furthermore its coverage is severely constrained by the fact that validation only has a legal basis at the lowest three levels of the NQF.

New drivers for developing a VNFIL system: employment and migration policy

A completely different perspective and emphasis if provided by the Ministry of Health Labour and Social Affairs (MHLSA) which is currently dealing with a number of challenges that might be at least partially solved by development of a VNFIL system designed to meet the needs of employed and unemployed adults.

At present the system of public employment service in Georgia is only at an early stage of its re-establishment. The recently adopted (mid 2013) Labour Market strategy foresees the establishment of a new infrastructure including a network of employment offices around the country, together with vocational guidance services and establishment of training centres offering short training courses to the registered unemployed/job seekers.

The operation of a network of employment offices as intermediary bodies between job seekers and training providers would be an important catalyst for the creation of public awareness about the possibilities for, and potential benefits of, VNFIL.

9 Succinctly, the three scenarios are integrated general education in vocational curricula; integrated vocational component in general education curricula; and access to secondary education following completion of vocational education.


Interviews and counselling sessions with employment and training advisers would help to steer individuals towards available opportunities. There will be a need for the skills identified through counselling or developed through training to be recognised in order to boost the employability of those seeking work. Without awareness on the part of potential VNFIL candidates, and in the absence of guidance and support, it is unlikely that a mass demand will develop for VNFIL. The existence of high quality vocational guidance and counselling is almost certainly an important pre-condition for a more labour market-oriented VNFIL system.

In addition Georgia is facing an increasing problem of how to reintegrate into the labour market returning migrants who have gained employment-related knowledge and skills in other countries but who lack the necessary certification to be accepted by potential employers. The need to address this problem is regarded by the MHLSA as a priority, and it will be especially important for the VNFIL system to address the needs of migrants10.

In conclusion, there is a need for debate about validation to be re-focused within a broader lifelong learning context, for a greater focus on employment and personal development, and for a right to VNFIL to be enshrined in law for all who would benefit from it. It is understood that these objectives are supported by the government and by major VET system stakeholders, and this policy concept paper is thus addressed at proposing an approach and appropriate mechanisms for achieving them.

The need for an approach that builds on both education system and labour market needs

It is clear from the foregoing analysis that VNFIL is now being addressed from two perspectives.

Firstly it is being addressed from within the education system as a means of supporting educational progression by removing barriers to access and creating re-entry points for those who have left the system. It is reasonable to assume that VNFIL from this perspective will always be focused mainly on certification for qualifications of the formal education and training system.

Although it may be argued that the particular problems that are being addressed at the current time could be better tackled though changes in educational legislation to remove unnecessary barriers to access and progression, the general point remains that there will always be a need to provide alternative ways for individuals to meet the entry requirements for learning and qualification programmes that they wish to pursue, and that recognition of prior learning provides an efficient and cost-effective way of enabling individuals to progress towards the award of qualifications.

One of the challenges for the VNFIL system will be how it can be used to support the development of new learning pathways and opportunities, and how it’s potential to support continuing learning and skills development in a lifelong learning context can best be supported.

The other perspective which will become of increasing important in the coming period is that of the needs of the labour market for a skilled and qualified workforce. Although it is clear that there are employers (particularly among those active in social partner bodies at national and sector levels) who are aware of the potential benefits of VNFIL, it is likely that the government’s employment and migration policies will, in the first instance, be the main driver for development of a functioning labour market-oriented VNFIL system. The necessary conditions for its delivery will be established though the creation of a network of employment offices and the development of vocational guidance systems.

It is clear that job seekers and returning migrants will be important potential beneficiaries of VNFIL. Many of them will be low skilled persons wanting qualifications, not because they wish to re-enter or progress within the education system, but for the purpose of finding employment.

It is also likely that many of the certification needs (for job-related skills etc.) will not necessarily be met by available qualifications of the formal education system and that, to meet the needs of individual job seekers and the Georgian labour market, the VNFIL must be sufficiently flexible to provide certification of all kinds of needed skills and competences.

10 See The migration strategy of Georgia 2013-15, Section 4.4.2.3 on ‘Ensuring the recognition of professional skills and education gained abroad’, which states the objective of providing evaluation and recognition of skills.


1. THE VNFIL APPROACH PROPOSED FOR GEORGIA

1.1 AIMS AND OBJECTIVES

As noted above, the VNFIL concept until now has been interpreted and used in a way that is very specific to the context of current problems in the Georgian education system, with much of the debate about the subject distorted by the need to address problems relating to barriers to progression within the VET system.

Although the resulting emphasis on open-access assessment conducted by schools and colleges relates to certain current VET system needs, the implementation of labour market reforms and the establishment of a Ministry of Labour-sponsored infrastructure of employment offices, training centres and vocational guidance systems is likely to bring about a major change in the way VNFIL is viewed by many in Georgia, and it is expected that this will help to divert attention more towards labour market, employment and career development needs including those of adults without formal qualifications but possessing valuable skills and competences from professional experience who wish to enter or re-enter Georgia’s labour market.

The strongest arguments for establishing a VNFIL system are related to the real socio-economic needs of the country, not only the needs of education system reform. The government’s employment and migration policies may be expected to create a new dynamic which will substantially re-orientate VNFIL debate towards the needs of the labour market and the certification of low qualified job seekers in a broad way that is not exclusively focused on qualifications acquired via schooling in the formal education system. For example many countries have ‘sector qualifications’ providing certification by sector bodies, which can include such internationally recognised certificates as the EWF/IIW Welding Diploma (supported by the International Institute of Welding and the European Federation for Welding, Joining and Cutting) and the European Computer Driving Licence.

To meet the country’s development needs, there is a need for a greater focus on lifelong learning in debate about VNFIL and its potential role in Georgia’s VET system. It should be recognised that:

� There is much lifelong learning that goes far beyond what is learned in college-based courses, including specific career-oriented, work-related and specialised learning that is gained in the course of employment and which, though often not certificated, is highly valued by employers. There is a need to recognise and emphasise the rich diversity of lifelong learning experiences of individual learners that can potentially be validated and documents though VNFIL.

� VNFIL should therefore go beyond the crediting of achievements towards qualifications of the formal VET system, by ensuring inclusion of all achievements relevant to employment and employability acquired through employment experience, continuing vocational training and professional development or through involvement in community, civil society or other life experiences.

It is proposed that the VNFIL system in Georgia should potentially cover all achievements (knowledge, skills, competences) for which a useful purpose might be served by their documentation and certification, to the benefit of either individual learners themselves or of businesses, employers and education and training providers.

Consideration should therefore be paid to the question of how to define the parameters of what should be included and to identifying priority areas for VNFIL development. This is something that should be agreed though a joint process involving the government institutions responsible for VET and the social partners.

1.2 TARGET GROUPS AND BENEFICIARIES

Adult learners, persons in employment and the unemployed should be targeted as potential beneficiaries of VNFIL, and returning migrants in particular should be regarded as an important target group.


It is clear that VNFIL in Georgia is not at the moment directed towards the normal target groups for validation – or, indeed, those who would most benefit from it – and it is making a negligible contribution to the facilitation of lifelong learning and the employability and career progression of unemployed and employed adults.

In order to utilise VNFIL as a means of upgrading their qualifications, enhancing their employment and career opportunities in a way that is linked with and optimises the benefits of lifelong learning, VNFIL opportunities need to be opened up to all who need it. Recognising that VNFIL is of marginal importance to those in initial VET and that students and young people will never be a major target group for VNFIL, efforts to establish a VNFIL system should be re-targeted towards those who might derive most benefit from it.

However the current focus on young people who are still within the education system implies that demand from other groups, e.g. adult learners and the employers is still rather limited. Probably this is mainly the result of a lack of public awareness either of opportunities or of the potential benefits of VNFIL. The creation of guidance services and the active promotion of VNFIL may be expected to lead to a targeted approach focused on the needs of particular groups.

There are large numbers of people within Georgia’s workforce who lack qualifications related to their employment. In many cases it has been assumed that many of them are in low level occupations for which formal qualifications are unnecessary. However this tends to reinforce a view that low qualified people are low skilled, have little to offer potential employers and have no opportunities for individual advancement, which is becoming ever less prevalent in a world where there is an growing focus on widening the opportunities for individuals though lifelong learning and in which quality standards are increasingly expected from all types of work.

For example there is emerging evidence that people working in subsistence agriculture in rural areas, for example, could be an important target group for VNFIL, as regional development policies and the formation of co-operatives in particular are likely to place additional demands for food hygiene and quality, with increased expectations on the part of corporate customers that basic standards are being met. As their markets are extended beyond their immediate villages, there will be additional requirements placed by those who are purchasing and distributing their products, including supermarkets and food processing companies.

It is likely that people who have acquired their skills working in small family businesses in rural areas rather than through organised VET programmes will face renewed pressures to prove that they have the competences required by a changing industry, for example in wine, hazelnut or honey production. In a globalised world market and a society in which customers have ever-increasing expectations, international standards are increasingly having to be applied everywhere.

It is recognised that there are many differences between sectors and regions. In other areas it might be workers in the textiles, construction or auto repair/service sectors who would gain from having validated qualifications. There are many NGOs affiliated to the Adult Education Association of Georgia that provide training for people living in rural areas, most of whom have low levels of education and no qualifications and many of whom are poor. Certificates are awarded but have no recognition. Validation would provide an invaluable way of providing recognition, increasing employability and encouraging participation in lifelong learning.

However it would be incorrect to think of VNFIL as being mainly of benefit to the unqualified. There is a need at other levels – for example it is likely that validation will be an issue for Georgia’s teachers and trainers, particularly those in the VET system who have a practical background rather than formal pedagogical training, and for whom in-service training provision and continuing professional development is unrecognised within formal teacher qualifications.

In most modern societies, advancement in a career or a profession is increasingly dependent on organised continuing professional development, focused on extending as well as updating the knowledge, skills and competence of professionals and, with increased mobility, there is an increased need for such achievements to be documented and certificated.

Consideration should be given to the question of which groups in Georgian society should be targeted at different stages in development of Georgia’s VNFIL system. This may include the identification of particular sectors, regions of particular social groups (e.g. the unemployed, migrant workers, people with low levels of qualifications, women returners etc.) to be targeted in the initial phases of the implementation/piloting of the VNFIL system. For this purpose the involvement of social partners/industry associations is necessary – e.g. as users, possible co-sponsors, and/or possible participants in the assessment processes and panels.


1.3 EXPECTED BENEFITS

The benefits to individuals of having their achievements documented and recognised are obvious – having proven documentary evidence of knowledge, skills and competences claimed on CVs can be an important advantage when applying for jobs. When linked with qualifications or credits towards qualifications, important employment opportunities can be opened.

There is a widespread perception that employers who are not very interested in whole qualifications will often regard particular modules or sets of skills (e.g. within the general group of ‘soft skills’…) as being relevant to jobs within their organisations. It should be noted that it is not always necessary for whole qualifications to be awarded though a VNFIL process for benefits to be derived. Part qualifications too can be useful if they recognise particular skills and competences relevant to a job.

As already noted, there are many skills and competences valued by employers which are not necessarily recognised in qualifications of the formal education system. Within a mobile workforce, it is necessary for such achievements to be ‘portable’ - many employers expect there to be some verifiable evidence of achievements claimed on a CV. VNFIL certification which includes validated achievements other than those included in formal educational qualifications will add further value to the system.

There is considerable evidence that VNFIL would be welcomed by employers, and the interest in VNFIL on the part of representatives of social partner institutions is growing in recognition of the potential benefits to be obtained. The on-demand testing and re-testing for the certification of welders is regarded by some as a possible good practice example (although it is rather specific). It is understood that there is general recognition of the necessity of including social partners in assessment processes.

Various and diverse sector bodies recognise the benefits that could accrue to their sectors from VNFIL. Often this is linked with non-formal learning provision and the need for certificates to have official recognition. For example, from a meeting organised during the preparation of this policy concept paper with representatives of a number of sector associations and employers11, the following was reported.

� The Beekeepers Association has created a training centre with the participation of the Georgian Chamber of Commerce and Industry and wants honey producers to be certificated.

� The representative of the Shepherds’ Association considered that, as many people in the sector lack qualifications, validation though a process involving employers will help other employers to have confidence in the competences of workers.

� The involvement of professional guilds in the past in the training and evaluation of apprentices was an essential way of ensuring the competence of skilled workers which the Oil Producers’ representative upheld as something that is still valid today.

� The Construction Industry Association also would like to be involved in the certification of construction workers on the basis of VNFIL.

� In other areas, such as the Advertising and Design Sector, it was noted that the difficulties of finding, training and retaining competent specialists in subject areas lacking within the formal VET and higher education provision could be overcome through the validation of competences acquired though continuing professional development.

These examples underline the importance of VNFIL at sector level. There is widespread agreement that some incentives should be provided to stakeholders to encourage them to participate in and support the implementation of a VNFIL system, for example by paying greater heed to the need for job seekers and employees to have their achievements certificated.

Consideration should be paid to the question of how to raise awareness of the potential benefits of VNFIL among different stakeholders and target groups in Georgia.

1.4 INCLUSION OF VNFIL IN THE FURTHER DEVELOPMENT OF THE NQF

An important consideration in the planning of a VNFIL system for Georgia is of how it should relate to the National Qualifications Framework.

11 Meeting held at the VET Foundation on 8 November 2013.


The current VNFIL regulation provides a basis for recognising prior learning at the first three vocational qualification levels within the framework. One of the policy issues that should be considered is that of whether the law should be amended to provide for RPL at all qualification levels and, indeed, in all parts of the framework.

It should also not be forgotten that the NQF in Georgia is based on qualifications of the formal education system including VET.

An explicit objective of many national qualifications frameworks is to make explicit any links between the certification of the outcomes of both formal and non-formal education and training provision, by including certificates12 awarded by providers other than those of the formal education system. If they are included in their own right, they may be directly related to those of the formal system. On the other hand they may be used within the RPL process to provide credits towards part or complete qualifications in the NQF.

The relationship between VNFIL and the NQF thus depends on:

� whether the knowledge, skills or competences being validated are recognised within formal VET system qualifications included in the NQF;

� whether the assessment methods and/or evaluation of documentary evidence meet the requirements for award of the qualifications in question;

� whether the quality assurance arrangements in place are accepted by those responsible for certification.

If they are, and credits are awarded, the VNFIL process can be said to be directly related to the NQF and NQF qualifications.

However it has already been noted that there may be skills, knowledge and competences that should be validated, in order to meet particular employment-related or other social needs, which are not otherwise included in qualifications that have been placed in the NQF and the question of whether there should be a place in the NQF for certificates and qualifications other than those of the formal VET sector should be considered.

The challenges of linking VNFIL with the NQF will include whether (and how) to include different types of qualification and whether the explicit development of additional qualifications and qualification types13 should be actively promoted.

Consideration should be paid to these issues in the further development of the NQF, as decisions on the inclusion or exclusion of such qualifications could have radical implications for the direction of the NQF in the longer run and, indeed its influence as a potential driver for education and training reform.

On the other hand this question will also affect the longer term development of VNFIL and the design of key parts of the VNFIL methodology, depending on the extent to which it is decided that VNFIL assessment and quality assurance procedures should conform to arrangements stipulated for all qualifications to be included within the NQF. This is a policy choice that should be made on the basis of whether it is intended that the VNFIL system should be entirely or only partially related to the NQF.

1.5 DESIGN OF THE GEORGIAN VNFIL SYSTEM

VNFIL design and methodology issues are dealt with in detail in the VNFIL Methodology document, to be attached as an annex to this policy concept paper. In the following sections, brief information is provided about key aspects and components of the system in order to provide an overview of how it is intended that VNFIL may be applied within Georgia’s VET system.

1.5.1 STANDARDS

The development of occupational standards is a prerequisite for the modernisation of Georgia’s vocational qualifications in Georgia, providing a means of aligning the outcomes of VET with defined occupational requirements.

The standards define what is meant by competent performance in an occupation and in the form of outcomes statements which can provide a basis for work-based assessment as well as a means of defining learning outcomes

12 Certificate/diploma here defined in a broad sense as ‘an official document, issued by an awarding body, which records the achievements of an individual following a standard assessment’. Source: www.cedefop.europa.eu/EN/about-cedefop/projects/validation-of-non-formal-and-informal-learning/european-inventory-glossary.aspx

13 For example: although some countries (e.g. England, Scotland) primarily classify their qualifications by their size, measured in terms of their credit rating, others (e.g. Ireland, Turkey) have explicitly defined qualification categories or types. In Turkey VET qualifications are also classified according to their purpose as ‘principal’, ‘supplementary’, unit or ‘special purpose’ qualifications, recognising that they will be used in different ways.


and objective testing/ assessment criteria for VET learning programmes. Occupational standards are defined in terms of outcomes statements representing work activities, with associated objectively verifiable performance criteria that provide a basis for judging whether the required outcome has been achieved.

It is assumed that occupational standards will normally be used in VNFIL by providing an objective basis for judging evidence provided of a candidate’s achievements. The candidate claiming VNFIL should be able to provide sufficient proven evidence that he/she has fully performed to the standards. As such, the existence of occupational standards should be regarded as an important component of the VNFIL system. A candidate whose achievements have been validated against the standards may be regarded as having demonstrated that he/she should be regarded as competent in the occupation in question.

In countries where occupational standards have either not or not yet been developed, validation is carried out against learning outcomes defined in curricula or against criteria used in examinations or testing systems. Because occupational requirements are not so transparently defined in such cases, VNFIL tends to be harder to implement and it can be more difficult to reach objective decisions about the relevance, quality and quantity of the evidence provided.

It is intended that the fully reformed Georgian VET system will include occupational standards for all occupations on which vocational qualifications are based and there are indeed already approximately 250 occupational standards in place. It is therefore assumed that in most cases VNFIL will be based on defined national occupational standards.

However it is possible that even then there will be cases where validation might be claimed for competences that are not included either in the national occupational standards or in vocational qualifications of the formal VET system. This is indeed very likely in cases where the competences in question are those acquired though continuing training or professional development after entry to the labour market or in the course of employment, where more specialised or deeply contextualised knowledge, skills and competences are developed and acquired.

In many education systems, for example, career progression in the teaching profession is ensured through in-service training and structured professional development. In the finance industry, much of the specialised knowledge of valued staff, for example about trading in specific markets, products, commodities or currencies is acquired though experience. In such cases, the qualification of the formal education system is very much an entry qualification to the occupation. Progression thereafter is dependent on the acquisition of specialised knowledge and skills.

Sometimes the skills and knowledge developed though in-company training are sometimes so specific that there is no need for them to be included in the country’s qualifications system but, if they have a relevance beyond the job-holder’s present position, their validation could be important to the individual’s longer-term career development.

Consideration should be given to the question of what to do in cases where national occupational standards have not been defined - and perhaps are not necessary because the demand for the competences in question is very small. This might for example apply in cases where a few individuals are competent to carry out some highly specialised activities using some special technology or equipment which is not generally used by all companies in the sector. Decisions on whether and how to provide validation in such cases should be determined sector by sector, on the basis of needs defined by and agreed between the relevant social partners.

This might include developing standards for all work activities carried out within the sector including those which are not included in formal VET qualifications in order to enable certification of additional competences to be provided where necessary.

1.5.2 MODULAR QUALIFICATIONS STRUCTURES

Another crucial issue affecting VNFIL is the structure or qualifications and their certification. If validation procedures require candidates to provide evidence of all the achievements necessary for award of a whole qualification, it is likely that very few candidates will be able to achieve this requirement for a variety of reasons.

Most qualifications of the formal VET system are based on a set of learning outcomes required for performance in an occupation which reflects a labour market requirement defined at a national level. Many jobs will not include everything that is included in the qualification, especially in large organisations where the division of labour has resulted in more narrowly defined jobs. Some companies and enterprises may also not carry out the full range of activities included in the broadly defined occupational requirement on which the standards are based.

Many qualifications of the formal VET system also include knowledge requirements which go beyond what is usually required for performance in a job, as such qualifications are intended to provide a broad preparation for a career rather than entry to a particular job in a particular enterprise. Initial VET qualifications also include general education subjects with academic content which cannot be learned through employment experience. Although general


education subjects often include skills and knowledge that can be applied in an employment context, there will often be learning outcomes that require further learning support, for example where the content is mainly theoretical.

For this reason it is necessary to recognise that many, if not most, VNFIL candidates will not be able to demonstrate achievement of everything that is required for award of a complete qualification. In many cases they will be able to demonstrate that they have achieved some relevant learning outcomes only.

The modularisation of VET qualifications will thus be an important prerequisite for a VNFIL system that aims to be inclusive, relevant and useful for the majority of people, who will be able to seek validation of their achievement of individual modules. Modularisation of VET qualifications should be accompanied by a move towards modularisation of certification as well.

At present the achievement of individual modules cannot be certificated, although it is possible that they could be recognised through the issuing of a transcript rather than a certificate. Transcripts are useful in terms of educational progression and can support the accumulation of credits by those working towards full qualifications over time, but do not carry labour market recognition.

Module certificates may also be transferable between qualifications in related employment areas where there are areas of knowledge, skills and competences that are common to more than one qualification. It is often the case that different qualifications share one or more common modules – for example in information and communications technology, in administration and finance or in the supervision of others. In such cases, modules may be transferable or ‘portable’ between different qualifications. Certification of individual modules as well as VNFIL can serve the needs of candidates wishing to claim credits towards different qualifications that might be required to enable them to become more mobile within the labour market.

There is evidence from many countries as well as Georgia, evidenced by a strong demand for short courses providing training for specific work activities, that individual modules or groups of modules may often have a value in employment. Indeed short courses in the non-formal VET system might only aim to include modules relevant to particular jobs. Modularisation of VET curricula and qualifications should be followed by the issuing of recognised certificates for the achievement of modules.

There may also be a need to consider whether individual modules or groups of modules might also be offered as small qualifications, in cases where their labour market value is demonstrated. For candidates following short labour-market oriented training courses – and their potential employers – a qualification certificate would be more useful than a module certificates attesting to achievement of a credit towards a qualification which the candidate will never achieve or (in many cases) need to achieve.

However it should also be remembered that module certification, providing the building blocks of a credit accumulation system, can also serve an important purpose and incentive in meeting people’s learning and development needs. By making explicit an individual’s progress towards achievement of a whole qualification, modular certification can support lifelong learning and help people to progress within the NQF.

1.5.3 VALIDATION AND ASSESSMENT METHODS, AND REQUIREMENTS FOR SUPPORTING DOCUMENTATION

Within a competence-based qualifications system, validation involves the evaluation of what candidates claim to have achieved through a process involving checking available evidence against stated requirements such as occupational standards defining the outcomes to be achieved. Because of the danger of subjectivity or even of corruption, as already noted, the evidence should be evaluated against agreed nationally defined standards and assessed according to objectively verifiable criteria.

The validation methods used will normally be related to the methods for assessing occupational competences and learning outcomes in vocational qualifications.

As an example, VNFIL practices in Europe tend to use a variety of methods including:

� portfolios, comprising documented and verifiable evidence of their achievements and maintained by candidates themselves. Portfolio evidence may include artefacts produced by candidates as well as documentary evidence including verified declarative statements. It may also include certificates awarded following participation in non-formal learning activities and employers’ references;

� oral or declarative assessment, including debates, interviews, presentations, often used as a supportive method in tandem with other methods of assessment, and often favoured by employers because of the obvious links with their normal practices in recruitment and the evaluation of employee performance;


� simulations and practical tests, although these can be costly and may be difficult to set up on demand, thus reducing the flexibility of the VNFIL system, although they often provide an essential way of testing whether the candidate is able to demonstrate practical skills;

� written tests and examinations, which are often favoured by those in the education system as a means of testing cognitive skills and which require VNFIL candidates to meet the same requirements as those in the formal education system. Although widely familiar and relatively cheap to administer, they cannot be the only method used in VNFIL because the evidence gathered is largely of knowledge.

In Georgia’s VET system at the current time, it is expected that an validation system based on written and practical testing will be most easily implemented, based on the assessment methods commonly used within existing VET qualifications and in RPL. The principle of open and direct access to assessment should therefore be applied, and solutions should be found to the question of how to overcome the practical and cost problems associated with organising examinations and tests on demand.

Guidelines should be published setting out the requirements for supporting documentation, e.g. portfolio evidence, that may be used be used in VNFIL assessment, including criteria governing the sort of documents that may be accepted and verifiable proof of authenticity. All documents used in the validation process should be retained for independent external verification under the quality assurance arrangements to be laid down for the VNFIL system.

It is anticipated that VNFIL assessment towards formal VET qualifications will normally be administered by institutions responsible for awarding them, i.e. VET providers, under arrangements agreed by the relevant authorities. However it should be noted that there is an expectation from social partners including those in some important sectors of employment that employers and other social partners should be involved in the VNFIL assessment process.

For qualifications from the non-formal VET sector including the outcomes of VET programmes that are expected to be organised for the unemployed under arrangements to be established by the MHLSA, new institutional arrangements may need to be established. It is understood that the Chamber of Commerce and Industry and other employers’ organisations are ready to cooperate with the MES and NCEQE to establish appropriate mechanisms for carrying out VNFIL assessments of employed and unemployed adults.

1.5.4 CERTIFICATION

Successful claims for VNFIL will lead to the issuing of appropriate documentation attesting to the validated achievements. In cases where VNFIL is used as a RPL mechanism towards the award of qualifications of the formal VET system, it is expected that the certificates issued will be the same as those that are normally issued to candidates awarded those qualifications.

It should be noted that the VNFIL system will require the issuing of module certificates for those validated only for achievement of part qualifications. It is anticipated that module certificates should be issued by the same institutions that are responsible for issuing certificated for completed whole qualifications.

It is expected that, where the VNFIL is carried out independently of formal VET qualifications, for example in cases where the validation is of knowledge, skills or competences not included in – or which go beyond those of – formal VET qualifications, special VNFIL certificates may be issued. Whether or not such VNFIL certificates should be included in the NQF will depend on the rules and criteria used for approving qualifications for NQF inclusion. This issue should be considered by the MES in relation to the further development of Georgia’s NQF.

Detailed verifiable records should be retained of all validation decisions and the issuing of all certificates issued on the basis of VNFIL.

Full details of the requirements and methodology are set out in the accompanying methodology package annexed to this document.

1.5.5 QUALITY ASSURANCE

The integrity of the VNFIL system will depend on the robustness of the quality assurance arrangements that underpin the assessment and awarding of VNFIL certificates.

In the case of VNFIL which is carried out through RPL procedures for the awarding of credits or qualifications within the formal VET system, the normal quality assurance arrangements should apply – with both internal and external verification procedures followed.


For other VNFIL certification, the quality assurance principles should include the verification of assessments both internally within the organization administering the VNFIL, i.e. though a process in which potential VNFIL decisions are independently checked by persons from the institution who are not directly involved in the original assessment, to ensure consistency in the interpretation of criteria and guidelines and the evaluation of evidence, and externally, involving the independent checking of verifiable information regarding assessments carried out in different institutions on a sampling basis.

All decisions on whether or not to accept documentary or portfolio evidence should be based on guidelines setting out principles and minimum requirements, and should be subject to external approval, in order to ensure consistency.


2. IMPLEMENTING VNFIL IN GEORGIA

2.1 A STEP-BY-STEP APPROACH

At a time when new VET reforms are still in the process of being introduced and a competence-based VET system has just emerged, there is a need to exercise caution in the introduction of all new approaches that involve substantial changes in practices, given their interdependences.

It will take time to develop the institutional and human capacities necessary for full implementation of competence-based VET at all levels, including standards, assessment and quality assurance arrangements, together with the next generation (revised) NQF. In addition, before the widespread implementation of new VNFIL arrangements, there will be a need to revise legislation and define institutional responsibilities.

For this reason there is a need for a step-by-step approach to VNFIL implementation with clearly defined short, medium and long-term goals. The approach should include the careful piloting and evaluation of all new approaches.

In the first instance the approach should build on the already functioning validation arrangements providing credits towards formal VET qualifications based on RPL procedures, albeit with some changes, including certification of part qualifications and the introduction of more flexible and learner-centred approaches to assessment including the use of portfolio and documentary evidence, and the participation of social partner representatives in the assessment process.

In the longer run, the implementation approach should also include the definition and development of additional qualifications to meet the continuing training and professional development needs of adults. Together with the Ministry of Labour, new VNFIL certification should be trialled with particular groups including returning migrants, low qualified adults with skills acquired though employment-related activities outside the formal VET system, and maybe women seeking to return to employment following time spent raising families. It is suggested that those involved in food production through small family businesses in rural areas could be a particular target group for initial VNFIL development and piloting.

A staged approach to VNFIL implementation should be set out in a detailed work plan, to be developed on the basis of the proposals set out in this policy concept paper and agreed with the relevant governmental authorities and the social partners.

The work plan should be annexed to the final version of this paper.

2.2 DELIVERY INFRASTRUCTURE AND INSTITUTIONAL RESPONSIBILITIES AND CAPACITIES

Although existing validation practices based on RPL procedures and the awarding of credits towards formal VET qualifications are being carried out by public and private colleges, the extension of VNFIL will require changes in the responsibilities of different institutions within Georgia’s VET system.

Some key stakeholders see the need to obtain agreement on institutional roles and responsibilities as one of the main challenges involved in developing an approach to VNFIL implementation. In other words, almost everyone accepts a need for VNFIL, but it is by no means clear how it should be implemented or by whom.

Key issues that should be taken into account in the design of institutional arrangements are the desire of key social partner institutions to have an involvement in the implementation of the VNFIL system and for the MHLSA to be appropriately involved in view of the key importance of VNFIL to its objectives of increasing the skill levels of the workforce and placing job seekers including unemployed persons and migrants into suitable positions for which qualifications are needed.

2. IMPLEMENTING VNFIL IN GEORGIA 21

One of the proposals on the table is one from the Chamber of Commerce and Industry to cooperate with the MES in order to provide a testing system for adults seeking certification of acquired skills. Some sector associations would also like to be involved, in partnership also with the Chamber.

It is clear that there is an expectation that any new institutional arrangements for VNFIL in Georgia’s VET sector should be based on a cooperative approach involving both governmental and social partner institutions, inclusive of all interested organisations, including the Georgian Employers Association and the Georgian Trade Union Confederation.

Accepting the need for a staged approach to VNFIL implementation, it is suggested that the process should be started on the basis of a step-by-step approach, with the aim of putting permanent arrangements in place after the results of piloting VNFIL arrangements have been evaluated and the VNFIL system finalised.

A possible interim approach could involve establishing a VNFIL unit associated with the NCEQE to carry out the piloting and evaluation of VNFIL arrangements, by coordinating a network of organisations including colleges and social partner organisations including sector associations and the Chamber of Commerce and Industry.

VNFIL would be carried out by experts from the participating institutions including colleges and social partners, under arrangements supervised by the NCEQE who would have ultimate responsibility for the quality assurance of VNFIL assessments. The initial VNFIL implementation and piloting could be overseen by a steering committee including the MES, MHLSA and main social partner institutions.

In the longer run, the unit may be formalised as a permanent arrangement to administer the VNFIL system or a new arrangements may be established if found to be necessary.

It is clear that considerable human and institutional capacity building support will be necessary to ensure that designated institutions are able to play their VNFIL roles effectively and that they will have sufficient staff with the necessary competences to apply VNFIL procedures in an appropriate way.

A possible overall institutional structure to support VNFIL implementation is presented in the table below.

Such a structure would build on already existing institutional structures in Georgia although it is not clear how independent quality assurance can be provided, especially as key decisions still have to be made regarding development of a quality assurance system for VET qualifications. The different options that may be considered include:

� delegating the Authorisation Board of NCEQE to authorise an independent body to carry out the quality assurance, although it is not clear that any existing body would have the necessary expertise or capacity;

Responsibility Institution

VNFIL policy and planning Tripartite National VET Council – permanent thematic group on VNFIL

Development of standards/modules for VNFIL certification

Sector committees

VNFIL implementation coordination and support

NCEQE (in partnership with other agencies)

Authorisation of VNFIL assessment centres Authorisation Board (of NCEQE)

External verification of VNFIL assessment An ‘independent body’

VNFIL assessment/certification Colleges (with participation of sector associations, employers)

VNFIL guidance and support network Employment departments of MLHSA social service agencies, youth centres supported by Ministry of Sports and Youth, resource centres of colleges etc.


� extending the role of the Monitoring Department of the NCEQE to include external verification of validation assessments. However this would require the employment or contracting of sector specialists and there would need to be a clear separation of the department from other NCEQE functions related to VET qualifications in order to ensure the necessary degree of independence;

� establishing a new quality assurance body.

The capacity building should include technical assistance to the development and implementation of procedures, training and development support, and organised visits and information sharing/collaborative activities with institutions implementing VNFIL systems in other countries. These needs should be taken into account in the programming of future donor support to VET system and NQF development in Georgia.

2.3 COSTS AND FINANCIAL IMPLICATIONS

At the moment it is difficult to estimate the potential costs of establishing a VNFIL system. The costs will depend on the number of validations carried out in each sector (bearing in mind that assessment costs can vary considerably according to the particular requirements of each qualification) as well as the number of sectors involved. They would also depend upon the extent to which validations will be based on already available qualifications or whether there will be a need to develop special qualifications for use in VNFIL validation, for example to meet continuing training and professional development needs in particular sectors.

Furthermore the cost of on-demand assessment and the evaluation of documentary or portfolio evidence are always considerably greater than the cost of scheduled examinations and practical tests. For regular students in VET colleges, the costs of assessment and certification are usually absorbed within the overall cost of providing the education and training. In the case of VNFIL, the entire cost is an additional cost to the institution concerned.

In addition there will be additional costs incurred in the implementation of the necessary quality assurance arrangements, and in the management and information systems required to implement and maintain a national VNFIL system.

The main questions to be considered at this stage include the question of whether the entire cost of the VNFIL system be borne by the state or will there be a sharing of costs with participating social partner institutions. Although the latter appear enthusiastic about the potential benefits of VNFIL, it is clear that many sector associations are under-resourced and do not have the capacity to subsidise the costs of assessment. However they may be expected to contribute the expertise of experts and specialists from their sectors in the development and implementation of VNFIL assessments.

The question of charges for VNFIL assessment is likely to be contentious. In many richer countries it is common to charge candidates from outside compulsory education either for the entire cost of their assessment and certification, or a share thereof. However the targeting of various social priority groups including the rural poor and unemployed people should rule out the question of charges, especially as certification fees are likely to be an important deterrent to anyone considering applying for VNFIL. Indeed it is likely that incentives (state) and sponsorship (interested industries, large companies, international donors) might have to be offered to kick-start the process and it should be noted that in some countries the costs of certification are tax-deductible.

It is reasonable to assume that the State should pay the costs in cases where there is a social need, for example where the validation is related to combatting social exclusion or to active labour market measures directed at the unemployed, job seekers and migrants as well as other priority groups. However it is also assumed that in other cases VNFIL candidates will contribute towards the cost of their validation. It is expected that there will be diverse sources of VNFIL financing.

In view of the above, the action plan for VNFIL implementation should aim to include realistic estimates of costs on an annual basis, so that they may be taken into account in the planning of the budgets of public organisations participating in VNFIL implementation.

23

SUMMING-UP AND RECOMMENDATIONS

This policy concept paper is intended to inform and provide a framework for the development and implementation of a VNFIL system in Georgia. In order to help structure the debate and to focus attention on key areas on which decisions should be made, it is recommended that consideration should be paid to the following proposals which reflect key points raised by the paper.

1. It is proposed that a multi-stakeholder VNFIL Steering Group should be established within the overall structure of the National VET Council to guide development and implementation of the VNFIL system and that the responsibilities of different institutions in the implementation of VNFIL should be clearly defined. The steering group should be a representative group, inclusive of all relevant stakeholders including the social partners, in order to ensure a consensual approach. The current Working Group can be streamlined, and its activity reinforced, based on a concrete action plan. The complete organisational structure proposed for VNFIL implementation is set out in Chapter 2 above.

2. It is recommended that an annual budget should be set for VNFIL implementation, based on the principle of shared responsibilities between institutions and recognising that there will be some diversity in the sources of finance. Resources to finance key planned activities need to be included in the budget of the leading department/ministry. Although it is considered that charges may be made for VNFIL assessment and certification, costs related to VNFIL for unemployed persons and persons from vulnerable groups will be met from the State Budget, for example the voucher system of the MLHSA. Reliance of donors’ support should be limited to expertise, e.g.: to finance methodologies and capacity building, while the functioning of the emerging VNFIL system is the responsibility of the government.

3. It is also proposed that steps should be taken to establish a VNFIL Support Unit or a team attached to the NCEQE, together with an implementation network of colleges and social partner organisations to organise piloting of VNFIL arrangements. It is envisaged that this group would act as an interim implementation coordination body for the VNFIL system, with a possibility that the arrangement might become permanent in the longer term if found to be an appropriate mechanism for it purpose. Staffing could include secondments from other organisations in order to maximise the pool of expertise and to increase stakeholder ownership over the development and implementation process. Additionally, it is important to support preparation of a network of VNFIL experts / practitioners and an effective knowledge management system, to gather in one access point all methodology elements, technical papers and studies, legal and regulatory documents, procedures and references to international practice and developments.

4. Appropriate mechanisms should be developed an implementing a quality assurance system for VNFIL, related to the wider development of quality assurance of VET qualifications and including the principle that VNFIL centres should be specifically authorised VNFIL assessments should be externally verified. This assumes that the existing authorisation arrangements need to be supplemented by specific criteria relating to VNFIL assessment, and that the authorisation of colleges will include a separate authorisation procedure for VNFIL. With regard to the need for VNFIL assessment to be subject to external quality assurance, three possible options have been identified:

� external verification by the monitoring department of NCEQE – however they lack specialist expertise relating to particular occupational areas;

� an ‘independent’ body authorised by the Authorisation Board of NCEQE to carry out this function; � development of a completely new quality assurance agency.

5. It is recommended that the existing legal framework on VNFIL should be reviewed and updated in order to bring it into line with the proposals set out in this paper. There could be a two-stage revision of the legal framework:

� opening VNFIL to a greater number of NQF levels and purposes (e.g. recognition of skills sets, partial and full qualifications) – this may be covered in a new regulation on VNFIL to replace the existing validation arrangements under Order No 8/N of the MES of 3 February 2011;

� a more comprehensive and detailed reform, based on some findings of piloting/experimentation of the new VNFIL – account should be taken of the VNFIL proposals set out in this policy concept paper in the drafting of the new law on VET (currently in preparation).

In other words, the scope of the work should include extension of the legal basis for VNFIL in order to include all levels of VET and professional qualifications, broadening of the definition of VNFIL to cover all kinds of qualification needs including continuing training and professional development, and specific provision for


additional forms of VNFIL assessment including portfolio assessment. A working group should be established to review the regulation, including representatives of the MES, the NCEQE, the MHLSA, social partner organisations and public and private colleges, together with appropriate legal experts.

6. It is proposed that links between VNFIL and the NQF should be made explicit in order to ensure that VNFIL certification is included and that those with VNFIL certification are able to progress to other qualifications within the framework. This implies that the NQF should include VET qualifications and certification other than those of the formal VET system and that those with VNFIL certification will enjoy the same rights to the recognition of their qualifications as those with qualifications awarded though formal VET programmes. Consideration should also be given to the possibility of validating skills or skills sets not leading to qualifications. It should be noted that this policy concept paper contains some “new VNFIL thinking” on such issues as qualification types (reflecting different qualification needs including continuing professional development) and part qualifications (including module certification) which would involve the revision of some key aspects of the NQF. Consideration should be given to these issues in the further development and implementation of the NQF.

7. It is proposed that an action plan should be drafted for piloting and implementation of VNFIL based on the list of activities set out in Annex 2 below and including a detailed timetable covering actions to be taken during the next three years, with estimated costs. This should be prepared by the VNFIL Working Group, on the basis of an outline prepared by the VNFIL International Expert (to be included as an annex to the final version of this document). Account should be taken of the previous experience of piloting the arrangements that are currently in place. The piloting will include the Methodology Package, which is an annex to this paper.

8. Consideration should be given to the development of VNFIL certification arrangements to meet specific continuing training and professional development needs in at least one sector. The may involve identifying standards and learning outcomes for work activities which are not included in qualifications of the formal VET system and which may be regarded as additional to the basic requirements for performance in an occupation, for example specialised knowledge, skills and competences which are acquired only after entry to or progression within employment. Consultation should involve social partners. VET teachers and youth workers should also be considered as possible target groups.

9. It is proposed that piloting should take place in at least one sector, with appropriate target groups should be selected for the piloting of VNFIL procedures and with the participation of colleges and the appropriate sector association. Selection should involve social partners, particularly sector associations. Consideration should be given to the inclusion of people working in small family businesses in agriculture and food production in rural areas, as well as other areas where there is social partner interest in piloting VNFIL. The Ministry of Labour should be consulted about sectors that it would regard as priority areas for early VNFIL development and implementation. The procedures should be based upon the Methodology Package which will be included as an annex to this paper. The piloting should also include use of toolkits containing exemplar assessment materials, portfolio format and documentation templates. It is proposed that the methodology and procedures should be reviewed and revised on the basis of an evaluation of the results of the piloting.

10. VNFIL implementation should include a support network based on the vocational guidance systems to be implemented by the MLHSA as well as other locally based institutional networks in order to provide information, guidance and signposting to assist potential VNFIL candidates in seeking validation. Potential institutions in the support network will include employment departments of MLHSA social services offices, youth centres and youth workers under the Ministry of Sports and Youth and perhaps also resource centres of colleges, which may act as intermediary bodies referring potential candidates for VNFIL assessment. There should also be a public awareness raising campaign when the VNFIL system goes ‘live’, including information materials and advertising.

11. It is recommended that a VNFIL capacity building plan should be developed and implemented, to ensure that Georgian institutions can implement VNFIL procedures and have sufficient competent staff for this purpose. There will be a need for considerable capacity building, both of institutions and of personnel, including the main components of the VNFIL system including guidance, assessment and quality assurance. Where possible, donor support should be sought.

12. It is recommended that the VNFIL system and arrangements should be reviewed and, if necessary, adjusted following the completing of three years of piloting. This should be carried out with donor support.

25

ANNEXES

ANNEX 1. VNFIL METHODOLOGY

INTRODUCTION1. The validation of learning outcomes - knowledge, skills and competences - acquired through non-formal and

informal learning can play an important role in enhancing employability and mobility, as well as increasing motivation for lifelong learning. In Georgia it is intended that a validation system will provide a basis for certificating candidates’ proven achievements and may lead to the award of VET qualifications or credits towards them.

2. This document is intended to provide methodological guidance to support the implementation of Validation of Non-Formal and Informal Learning (VNFIL) in Georgia.

3. The guidance provided in this document covers: � the main requirements for VNFIL assessment; � the processes and procedures to be followed; � the design of VNFIL assessment instruments; � arrangements for quality assuring VNFIL assessment.

4. It is recognised that it will take time – in some cases years – for Georgian institutions to develop the capacities to undertake everything exactly as described in this document. Nevertheless each institution should aim to follow the main principles set out below and to prepare a development plan providing for a phased introduction of practices which will, in the long term comply with international good practice in the area of competence assessment.

ASSESSMENT PRINCIPLES5. This section sets out the principles to be followed in designing and implementing VNFIL assessment strategies

and instruments.6. The credibility of any certification system depends on fair and accurate assessment and effective quality

assurance. The quality of the certification is necessarily dependent on the quality of the assessment leading to its award.

7. VNFIL assessment is the process of evaluating evidence of a candidate’s achievements (knowledge, understanding and skills) against certification requirements. For an achievement to be validated, a sufficient quantity of appropriate forms (or types) of evidence should be gathered and evaluated.

8. VNFIL assessment is required to be criterion-referenced, with assessment judgements made against objective standards rather than arbitrarily based on subjective comparisons of the performance of different candidates.

9. Everyone should have access to fair assessment and assessment should be designed to optimise access by providing a flexible approach that maximises the opportunities available to each candidate to demonstrate the necessary evidence.

10. Occupational standards and the standards embodied in outcomes-based criterion-referenced vocational qualifications are the benchmarks against which achievements should be judged.

11. In selecting the most appropriate assessment methods to use, VNFIL assessors should be guided by the principle that assessment must always be:

� valid (in the sense of being an appropriate means of measuring what it is supposed to measure); � reliable (in the sense of being applied consistently by different assessors and in different contexts); � practicable (in the sense of being both cost effective and not too onerous either for institutions or for

candidates).12. Validity: An instrument of assessment is valid when it:

� is appropriate to purpose – for instance a practical assessment should be used to assess practical skills; � ensures adequate coverage of all of the intended outcomes of learning; � allows candidates to provide sufficient evidence of all the main skills and knowledge specified for the

qualification; � produces evidence of candidates’ performance which can be measured against specified outcomes and

standards defined for the qualification; � facilitates the making of reliable assessment decisions by all assessors for all candidates; � is accessible to all candidates who are potentially able to achieve it.

13. Reliability: Assessment decisions are reliable when they are: � based on evidence which is the authenticated work of candidates being assessed;


� based on evidence generated by valid instruments of assessment and judged against clearly defined criteria under consistently applied conditions;

� consistent, whether between different assessors and/or different groups of candidates; whether made in different locations, situations or contexts; over time.

14. Practicability: To be practicable and cost-effective, assessment should: � be geared to available resources, facilities and time; � take maximum advantage of available opportunities for candidates to demonstrate the required evidence – for

example candidates should be assessed in the course of performing practical work activities in the workplace, if that is the most practicable time to gather the required evidence;

� avoid situations that place unreasonable demands on assessors and candidates, for example by requiring an over-elaborate arrangement of equipment or too many consumables, or which take too long to perform.

INITIAL SCREENING, GUIDANCE AND SUPPORT 15. In the long term, it is to be expected that there will be strong individual demand for VNFIL and that individuals

will actively come looking for VNFIL opportunities. Publicity about VNFIL is important - many potential learners who could benefit from VNFIL will not be in contact with institutions providing VNFIL, which will need to make information available in the broader public domain. This will include basic information about VNFIL as an access route to qualifications and learning programmes, information about how to apply, who to contact for further information and support, as well as information about time lines for the VNFIL process and fees.

16. However it is assumed that in the short and medium term, the majority of VNFIL candidates will be people referred by intermediary organisations including education and training providers, social partner institutions, employers and employment offices.

17. The first stage in the process is to provide an initial screening of the candidate. It should be remembered that, in principle VNFIL is voluntary and that learners need to make decisions about whether or not to participate. Support, information and guidance should be provided to help learners decide whether to participate in RPL. Adults re-entering learning programmes may have been out of the system for some time, may not have had positive experiences of school, and may have had their confidence about learning undermined. Assessment may be daunting, and constructive support will be required.

18. Initial information provided will depend on the reasons each candidate has for being interested in VNFIL. For access to formal learning, candidates will need information about the entry requirements and the learning skills required to undertake and complete a programme. Candidates who wish to attain VNFIL certification will need advice focused on the module outcomes for which they are seeking recognition. Accurate, timely and clear information and advice on the process are critical so that learners can make an informed decision about whether to proceed with VNFIL, and what it will involve. This will include information on:

� the time that VNFIL will take; � the costs of VNFIL (where appropriate); � what VNFIL will involve; � what prior learning can (and cannot) be recognised through RPL.

19. The initial guidance and screening should be carried out by competent vocational guidance or VET counsellor, through a structured process including interview (s), supported completion of a questionnaire and a detailed examination of the competences/learning outcomes to be demonstrated, including the identification of the evidence of achievements that will be required. The process should also include working through the requirements to identify exactly what evidence (artefacts, documents, references etc.) that the candidate will be asked to provide.

20. As a result of the initial screening and guidance: � the candidate will be aware of the requirements to be met for award of the qualification/module(s) in

question; � the learning outcomes for which the candidate is able to provide portfolio evidence will have been identified,

guidance will have been provided to the candidate on the documentation and other evidence that should he/she should provide and on the process to be followed in compiling the portfolio;

� the learning outcomes which have to be assessed through an alternative testing procedure will have been identified and the candidate will have been advised on the assessment processes to be followed;

� any additional learning requirements for the candidate will also have been identified and the candidate will have been advised on the opportunities available.

21. Having decided to engage in a VNFIL process, candidates will need to make additional decisions during the process itself. Therefore information, advice and guidance will need to be provided throughout the process on the RPL process in general and on specific assessment requirements:

� VNFIL process: timelines, procedures involved, available support, appeals, procedures; � VNFIL assessment: relevant skills and knowledge gained in the past, modules for which recognition may

be appropriate, requirements of the assessment process and how best to approach it, kinds of evidence required, how evidence can be documented, organised and presented, how much evidence is required, quality and standards, limits to the amount of credit that can be awarded through VNFIL.

ANNExES 27

22. Documentation of evidence can form a large part of VNFIL, and issues arising during the process need to be discussed with advisers who are experts in the subject content and in VNFIL documentation. As well as needing support to identify relevant prior learning experiences, candidates may need help to develop the skills necessary for reflection on those experiences, to identify knowledge and skills that relate to the modules or qualification, and to identify and select appropriate evidence of learning.

ASSESSORS23. VNFIL assessors are responsible for assessing the work of candidates in line with the requirements of the

qualification and for submitting candidates’ results for VNFIL certification. 24. The organisation providing the VNFIL assessment is responsible for ensuring that all persons involved in

assessing candidates for qualifications are competent – whether they are teachers, trainers or instructors or persons who are not their employees (e.g. social partner representatives involved in the assessment process).

25. Being an assessor requires: � knowing the requirements for VNFIL certification, including standards and evidence requirements; � identifying the assessment modes to be used, and selecting and/or developing instruments of assessment; � planning assessment opportunities in collaboration with the candidates to be assessed; � collecting and assessing candidates’ evidence; � recording assessment decisions; � meeting the requirements of the internal and external verification processes.

26. To be competent to conduct VNFIL assessment, assessors must: � understand the assessment procedures, documentation and evidence requirements for VNFIL certification; � be able to identify candidate needs, carry out assessment in a fair and impartial way and provide the

necessary support, guidance and feedback to candidates on their assessment performance; � possess knowledge and experience of the vocational area in which they are working and understand the

standards and requirements for the demonstration of evidence for VNFIL certification.

ASSESSMENT PROCESS27. Organisations providing VNFIL assessment are responsible for ensuring that assessment procedures are applied

correctly, and for recording and internally verifying assessment decisions. 28. Assessment involves measuring candidates’ knowledge, skills and competences against the standards set out

in the specification for the occupation and/or for the qualification. Each set of standards includes a specification of the learning outcomes and performance criteria to be demonstrated, from which the evidence requirements (forms and quantity of evidence) are derived.

29. Performance criteria are statements describing the products, results or tasks associated with the activity described in the outcome, and include evaluative words or phrases indicative of the standards to be met.

30. Evidence requirements define the type, quality and quantity of evidence that needs to be provided, including any restrictions on the way that it should be generated. Such requirements should always make clear the conditions of assessment implied by the performance criteria, including such critical factors as whether observation of work practice is required or whether there are specific requirements for written documents.

31. To be judged to have achieved each learning outcome, candidates must have demonstrated sufficient evidence that all the performance criteria associated with the learning outcome have been met. Evaluation of the evidence provided will lead to a decision either that:

� there is sufficient evidence showing that the standards have been met for the candidate to pass the assessment; or

� the evidence is not sufficient, in which case the candidate should be provided with feedback and, after an opportunity to generate new or additional evidence, an opportunity for re-assessment.

32. The assessment process may be divided into the following key stages. � Assessment planning: All VNFIL assessment requires careful planning and preparation. It also involves

identifying the available opportunities for collecting the required evidence efficiently and developing appropriate assessment strategies and instruments for gathering the appropriate evidence in line with standards and/or qualification requirements. It is wrong and unfair to impose surprise tests on candidates without prior notice. And it should ideally involve candidates contributing to the planning of their own assessment processes though a collaborative approach.

� Collecting evidence: Using and applying appropriate assessment methods / instruments to gather the required evidence.

� Judging evidence and making assessment decisions: Checking that evidence collected meets the evidence requirements both quantitatively and qualitatively, deciding whether the standard has been met, and providing feedback to candidates.

� Recording assessment results: Ensuring that assessment decisions are recorded in the required way and providing verifiable records for quality assurance purposes.

33. It is important to ensure that the assessment methods or instruments selected provide the best available means of collecting the evidence required for achievement of the qualification.


34. Assessment involves observation, product examination and questioning. All assessment instruments involve one or more of these characteristics.

� Observation means observing the candidates whilst they are carrying out an activity (whether real or simulated).

� Product examination means looking at something a candidate has made or produced, either during or after the activity has been completed.

� Questioning means asking the candidate questions which can be answered either verbally or in writing. The questions may relate to the activities described in the learning outcome, or they could test the candidate’ ability to work within the other contexts (transfer of skills). Questioning is also an important means of establishing evidence of underpinning knowledge and understanding. It can also be used for authenticating material.

35. The evidence requirements for each learning outcome should always make clear the conditions of assessment implied by the performance criteria, and may state that a particular assessment approach is mandatory. Although particular assessment instruments may be suggested, VNFIL assessors will be able to develop their own and, over time, will collect their own bank of assessment instruments and materials.

36. VNFIL practices tend to be based on a variety of methods including: � portfolios, comprising documented and verifiable evidence of their achievements and maintained by

candidates themselves. Portfolio evidence may include artefacts produced by candidates as well as documentary evidence including verified declarative statements. It may also include certificates awarded following participation in non-formal learning activities and employers’ references;

� oral or declarative assessment, including debates, interviews, presentations, often used as a supportive method in tandem with other methods of assessment, and often favoured by employers because of the obvious links with their normal practices in recruitment and the evaluation of employee performance;

� simulations and practical tests, although these can be costly and may be difficult to set up on demand, thus reducing the flexibility of the VNFIL system, although they often provide an essential way of testing whether the candidate is able to demonstrate practical skills;

� written tests and examinations, which are often favoured by those in the education system as a means of testing cognitive skills and which require VNFIL candidates to meet the same requirements as those in the formal education system. Although widely familiar and relatively cheap to administer, they cannot be the only method used in VNFIL because the evidence gathered is largely of knowledge.

37. There are many different types of assessment instruments from which to choose. The following is a list of the most common examples of assessment methods that can be used.

Assessment method

Description

Testing knowledge – types of questions

Assertion/ reasoning questions

This consists of an assertion and a supporting explanation. Candidates have to decide whether the assertion and the explanation are individually true, and if true, whether the explanation is a valid reason for the assertion.

Aural test This is a test of listening skills, for example in languages or music, using live or recorded stimulus.

Completion questions

Candidates are required to supply the correct missing word(s) to complete a given statement.

Comprehension This is a set of questions based on a passage of text. The questions assess understanding of the meanings of words, phrases, technical terminology and of the passage overall.

Extended response questions

This type of question has few restrictions on the content and form of response. Candidates are required to provide a lengthy open-ended response. Limits may be placed on the length and/or time allowed.

Grid questions Candidates are given a series of related questions, with a series of possible responses presented in an accompanying grid. They are required to select the correct response for each question. Two different questions may have the same answer. Some responses will be plausible but incorrect.

Matching questions Matching questions are a variant of multiple-choice (see below), in which candidates are given two lists to match up: a set of words or statements and a set of responses.

ANNExES 29

Assessment method

Description

Multiple choice questions

Candidates are presented with questions or incomplete statements, followed by four or five plausible answers, from which they have to select the correct one.

Multiple response questions

Multiple-response questions are a variant of multiple-choice. Candidates are required to select all the correct responses, generally from four or five plausible options.

Oral (or personal) interview

This is a structured conversation, generally on a one-to-one basis, eliciting information directly from candidates. It is of particular use when evidence is required of process skills or experiential learning, and results may be recorded in questionnaire format.

Questionnaire This is a structured written interview consisting of a set of questions relating to a particular area of performance. Unlike a personal interview, it is administered and judged under standard conditions.

Question paper This consists of a range of assessment items, which together assess a unit or outcome. Generally a question paper is used to assess a combination of knowledge and understanding.

Restricted response questions

Restricted response questions are so called because the form and content of the response is limited by the way in which the question is asked. Candidates’ responses should be more discursive than in short answer questions (see below) but briefer than in extended response questions. Typically, they would vary between a few sentences and a paragraph in length. The approximate number of words should be indicated.

Short answer questions

This type of question requires candidates to provide a predetermined answer consisting of a few words. Such questions may also involve the use of numbers, diagrams and graphs as well as text. Although generally used to assess the recall of factual information, short answer questions can also be constructed to assess understanding and application of knowledge, for example numerical and mathematical concepts.

True-false questions

In this type of question candidates are required to state whether a particular statement is true of false. They are generally used to assess the recall of information or the ability to discriminate.

Practical and integrated assessment methods

Assignment This is a problem-solving task with clear guidelines, structure and length. An assignment is more structured and less open-ended than a project. Candidates are given little choice of methodology or content.

Case study Candidates are given a description of an event of a real-life or simulated nature, as a basis for an assessment of such skills as decision-making, planning or verifying.

Design activity Candidates are required to work from a design brief, to research and investigate a design problem, and to develop and verify a final solution.

Discussion contribution

Candidates are required to take part in a discussion which is observed by the assessor.

Investigation/ research

This is an enquiry or exploration targeted on a particular issue, aspect or problem. Candidates have some choice in methodology and content. The investigation usually culminates in a report of stated approximate length.

Logbook Candidates can provide a useful means of assessing the progress of candidate’ achievement or performance on a task such as a project, assignment or investigation. To be effective, candidates should be given clear instructions on the essential information to be recorded.

Observation Candidates are observed performing work activities – this method is particularly appropriate where the activities are carried out in within the context of employment or a work placement.

Oral presentation Candidates are required to deliver a prepared talk, in the form of an address, a report or considered opinion. An oral presentation may be offered as an alternative to a written response of equivalent scope or may be used as an instrument of assessment in its own right.


38. It must always be clear who in the organisation has overall responsibility for the assessment. Instruments of assessment should be selected and /or developed early enough to allow them to be checked and approved prior to delivery.

39. Assessment instruments should be designed in a way that optimizes use of available resources, supports effective learning, facilitates access and progression and encourages public confidence in the VNFIL system. Selection of the most appropriate instrument of assessment will depend on a number of factors including:

� fitness for purpose – certification requirements should be checked carefully to see what type of assessment instrument is required or expected for each learning outcome. For example, where a practical skill is involved, a practical test or assignment should be used;

� the need for candidates to generate sufficient evidence of the required knowledge, understanding and skills to ensure adequate coverage of all learning outcomes, performance criteria and contexts specified;

� opportunities for using integrated assessment by combining assessment of different learning outcomes through related tasks;

� the need to provide a reliable basis for assessment decisions, including measurable evidence of achievement of standards;

� the need to avoid introducing unnecessary barriers for candidates though the choice of assessment instrument. The demands placed on candidates should be appropriate both to what is being assessed and the level of qualification, and the requirements should be clear and transparent;

� the need to maximise opportunities for team working on the part of all those involved in the assessment process.

40. It is important to think about what will be accepted as evidence and how this will be judged or measured. Ideally model answers and solutions to problems should be prepared at the same time as the assessment instrument is developed, as this will ensure that they are complementary. Thus all assessors will develop a common understanding of the requirements and standardize their assessment decisions. For example:

� For a practical skills assessment, there should be an observation checklist defining the skills and activities that candidates must demonstrate during assessment.

� For a written test, model answers should cover all possible valid and acceptable responses, and indicate how they will be judged. This is particularly important for tests with ‘open’ questions.

41. When devising assessment instruments, assessors should carefully consider the way in which the learning outcomes are worded.

� If the verb which describes what candidates are expected to do is practical (such as whether it is to do with the candidate doing or making something) then the evidence to be generated involves performance.

� If the verb which describes what the candidate has to do is cognitive - for example it is more concerned with the candidate knowing, understanding, or being able to describe or explain something - it is necessary to generate the evidence through written or oral questioning.

� In assessing both practical and cognitive skills, the assessor should use the performance criteria for the learning outcome to identify the standard to which competence must be demonstrated.

42. It is also important to think carefully about the demands placed upon candidates by assessment questions and tasks. The level of the VNFIL certificate/qualification must be kept in mind and the complexity of the wording of questions or instructions for practical tasks and other activities - and indeed any specific skills required by the

Assessment method

Description

Performance Candidates are required to demonstrate outcomes of study in a particular context, e.g. work practice, encapsulating the skills, techniques, knowledge and understanding.

Practical exercise This requires candidates to display a range of practical skills. The assessment may be based on the end result of the activity (the product) or the carrying-out of the activity (the process) or a combination of both.

Project This is a substantial piece of work in which candidates are required to carry out research, planning, problem solving and verifying over an extended period of time. Some projects may include a practical component. A project generally culminates in a report, an artefact or a combination of these.

Role play This is an open-ended exercise which provides opportunities to display behavioural or inter-personal skills in a simulated context.

Simulation A work activity is carried out under simulated conditions. This may include role play and will be subject to observation.

Skill Test A specific test of the performance of a specific skill

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assessment itself - must not create artificial barriers for candidates. Any gender, cultural, racial or religious bias must also be avoided when formulating assessment methods. The clarity and consistency of wording: candidates should be able to establish fairly quickly whether or not they can answer a question or complete a task, and how much they need to write or do to achieve a successful response.

43. For VNFIL candidates it is often possible to carry out an integrated assessment across more than one learning outcome, for example where the candidate is performing in the context of a work role in a way that combines different activities. In such a case it is better to carry out an integrated assessment than artificially fragmenting the tasks for assessment purposes. Integrated assessment avoids the duplication of assessment activities common to different learning outcomes and reduces candidates’ frustration at having to carry out separate activities to provide the evidence of their achievement of different learning outcomes. It can also minimise the time spent in collecting and judging evidence.

44. Joint planning of assessment between assessors and candidates can be an important part of the VNFIL process and can be of considerable help in identifying opportunities for collecting evidence efficiently and effectively, in particular by:

� identifying evidence efficiently and effectively – especially opportunities for collecting observation and other evidence during work placements;

� identifying evidence that can be used in the assessment of more than one learning outcome, thus eliminating wasteful duplication of effort;

� ensuring the validity, reliability, sufficiency, consistency, authenticity and currency of evidence collected; � encouraging candidates to take greater involvement in, and ownership over, their progress towards having

their achievements validated. This helps ensure that they are not only more motivated, but also better prepared for meeting assessment requirements.

45. It is important to agree a realistic VNFIL assessment plan to generate sufficient evidence of the right quality from all available sources. The plan should identify potential items of evidence that are relevant to all the learning outcomes being assessed. Assessors need to be aware of the requirements for sufficiency of evidence, so that they can identify gaps in the assessment plan and recognise when sufficient evidence is being produced to meet the evidence requirements of the learning outcomes. Once assessors are satisfied that this is the case, the collection of evidence can begin.

46. Evidence can take many forms and come from many sources. It is unlikely that one item of evidence will be sufficient to establish competence in even the smallest assessable part of a vocational qualification. In practice, competence assessment in VNFIL always involves using a combination of different kinds and sources of evidence. Assessors need to judge the best mix of knowledge evidence according to candidates’ circumstances and the requirements of the occupational standards.

47. To be considered competent in an occupation or activity, it is necessary to be able to demonstrate practical performance. It is not possible to infer that someone can do something from knowledge evidence alone. Evidence from practical assessment is always the most reliable predictor that the candidate is likely to be able to perform competently in the workplace, even if the assessment does not itself take place in a real workplace.

48. However it is not usually economic or practical to gather all the required evidence, for example of the transferability of the competence across a wide range of situation, through practical performance alone. It is normal to require a combination of performance and knowledge evidence. In all cases it is essential to specify the minimum quantity of performance evidence required.

49. For the assessment of practical activities, it is necessary to gather performance evidence in the form of: � products of candidates’ work – these are items that the candidate has produced or worked on, documents

produced as part of a work activity etc.; the evidence may be in the form of the product itself (e.g. artefacts or documents), or may be a record or photograph of the product;

� evidence of how the activities were carried out – gathered through observations of candidates’ work. This evidence confirms the way the candidate carried out the required work activities and the processes involved in demonstrating competence. Such evidence may be in the form of witness testimonies, assessors’ observation reports, authenticated candidate reports, audio/video recordings etc.

50. All performance evidence needs to be authenticated. Assessors need to be sure that products presented for assessment are really the candidate’s own work or, in the case of group activities, to know the exact contribution of each person to the finished product. In the latter case, assessors will need to be aware of the process as well as the finished product and the assessment will often be based on a combination of both kinds of evidence.

51. Observational evidence is particularly valuable, as it testifies to candidates’ performance in the workplace in real working situations. The collection of performance evidence should ideally be undertaken in conditions as close to the realities of the work place as possible. If this is not possible, simulations can also provide useful VNFIL assessment opportunities. All simulations must provide for valid and reliable assessment to the standards required in the occupation. A record of the observation and its results is signed by assessor and candidate and is retained as part of the evidence package.

52. Normally assessors from the organisation providing the assessment should carry out the observations; but witness testimonies – from other staff at the workplace or from customers being served by the candidate – can also be a valuable form of performance evidence. Witnesses may have different roles in testifying to candidates’ performance. Sometimes they may simply authenticate a piece of work. In other cases, they may provide accounts of the candidate’s performance and comment on it in relation to the standards. In both cases


it is necessary for witnesses to be familiar with the learning, outcomes, performance criteria and evidence requirements against which they are testifying. Witness testimonies should:

� be dated and signed by the witness, with brief details of the witness and his/her role in relation to the candidate;

� be specific to the activities or product, providing specific details and identifying the aspects of the learning outcome demonstrated.

53. Knowledge and understanding and the associated cognitive skills are an integral part of competent performance and should not normally be separated from it. Relevant knowledge includes understanding what should be done, how it should be done, why it should be done and what should be done if circumstances change, and can be used to help predict whether candidates will be able to perform competently in new settings and cope with problems. Knowledge evidence includes:

� recall of relevant facts, procedures; � understanding of underlying principles, theories etc.; � ways of using and applying knowledge in competent performance; � knowledge of how to handle contingencies or situations for which performance evidence is not available; � knowledge of how to transfer and apply the learning in other contexts and circumstances.

54. Sometimes knowledge evidence will be generated directly from observations or products in the course of the performance of practical activities (for example in the course of projects and assignments). However this is often not sufficient to satisfy the full evidence requirements. It cannot be assumed that because some aspects of knowledge have been demonstrated, the rest can be inferred. Informal questioning can be an effective and appropriate way of assessing such knowledge.

55. For more systematic testing of knowledge, oral and written tests and formal examinations often provide a suitable means of collecting the required evidence, including checking the breadth and depth of candidates’ knowledge and understanding. As noted above, there are many different ways of doing this, from projects, case studies and assignments, to various kinds of written tests involving either “closed” or “open” questions.

56. As it is unlikely that all possible knowledge can be tested, the assessment of knowledge normally involves “sampling” the candidate’s knowledge. It is important to ensure that the sample evidence collected spans the full range of knowledge relating to the required learning outcomes. It is also important to ensure that the collection of knowledge evidence is realistic and relevant, and that it does not go beyond what one can reasonably expect the candidate to know either in relation to the requirements of the occupation or in relation to the learning programme followed.

57. Assessors should be aware that there are certain conditions which need to be created at the time in order for the assessment to be valid and reliable. There are many different types of assessment conditions, but what they all have in common is that they must be applied consistently and effectively to all candidates if standards are to be maintained. For example: for written tests assessors should ensure that candidates are given a quiet environment in which to complete the assessment, know the time restrictions for the test, supervised to ensure non-collaboration and are aware of when they may consult notes or other reference material; for observations of practical skills assessors should ensure that candidates are aware of when they are being assessed and what skills or activities they are expected to demonstrate in the assessment.

58. As VNFIL certificates/VET qualifications are outcomes-based, candidates need to show that they have produced work which meets all the standards/learning outcome requirements, before they are awarded the certificate. To meet assessment and verification requirements for qualifications, the following information needs to be clearly recorded:

� what evidence has been produced; � what requirements the evidence covers; � the assessment decision; � where verifiable evidence is to be found.

59. Candidates should normally assemble their assessed work or “evidence” in a portfolio of evidence, which is the total evidence package that they will present to demonstrate their competence. A properly maintained portfolio of evidence can provide assessors, verifiers or even prospective employers with a complete record of a particular candidate’s achievements. The portfolio of evidence provides comprehensive information about the candidate’s achievements and shows how the VNFIL certification requirements have been met.

60. There is no prescribed format for a portfolio of evidence and, indeed, the nature of the evidence produced for a particular subject area may dictate the form of the portfolio. Portfolios do not have to be paper-based, and it is possible to use models, photos, audio visual materials etc. Hard copy evidence may be stored in a binder, file, or other suitable folder, but a portfolio can also be an electronically based retrieval system.

61. Portfolios may contain very mixed evidence and it is essential that the evidence presented in the portfolio is laid out in such a way that candidates and their assessors can easily identify evidence which is indexed and cross referenced where necessary. Clearly not all the evidence can be simply slotted into a portfolio. Candidates can tackle this problem in a variety of ways, and in order to support a complex piece of evidence they might add written feedback and comments by assessors on oral discussions about the evidence and testimonials from others providing evidence of their participation and achievement in group activities and team meetings (e.g. to support photos or videos).

ANNExES 33

62. Generally in VET assessment, assessment decisions are made on the basis that the evidence presented shows candidates to be either ‘competent’ or ‘not yet competent’. Candidates are considered competent when there is sufficient evidence of their performance, knowledge and understanding to demonstrate that they can perform consistently to the required standards. If the evidence produced in candidates’ portfolios is sufficient to prove competence and meets the requirements of the standard, assessors can ‘sign off’ the unit(s) or learning outcomes as having been achieved. It is not appropriate to treat each performance criterion within a learning outcome as a separate task to be ticked off in isolation from others. This artificially fragments performance, and does not demonstrate that candidates can perform in the round.

63. Decisions about interpreting assessment conditions should be taken on an institutional basis and not left to individual assessors. Although VET providers may have devised and approved valid and practicable methods of assessment, these can still be used inappropriately by assessors, thus making assessment decisions unreliable. There are six criteria to be used in judging evidence.

� Is the evidence valid, e.g. relevant to the unit being assessed? � Is the evidence current, e.g. can the candidate perform the tasks now? � Is the evidence authentic, e.g. produced by the candidate? � Does it demonstrate consistent performance over a period of time? � Is there sufficient evidence to cover all the requirements of the standard? Is there more than one source of

evidence? � Would another assessor make the same decision; in other words are the he assessment methods reliable?

64. Where assessors do not have the opportunity to observe candidates carrying out activities or producing evidence at first hand, they will need to take steps to confirm that each candidate’s evidence was produced independently. This process is often referred to as “authentication”. In some cases, it can be difficult to tell if an item is entirely a candidate’s own work; for example, when looking at computer printouts. Some candidates may attempt to pass off other people’s work and evidence as their own. Or it may simply be difficult to differentiate candidates’ own work from that produced by others in the group or team. Witness testimonies can confirm the authenticity of candidates’ evidence.

65. Where evidence for assessment is presented in the form of a portfolio, the assessor should compare the evidence with the requirements and judge if the evidence meets the standards. Assessors should always carry out questioning to ensure that evidence is authentic. If there is any doubt, the candidate has to provide further evidence.

66. In cases where candidates have been unsuccessful in demonstrating their attainment of knowledge, understanding, and skills or competence, they can be re-assessed. Assessors need to consider whether candidates have to re-take the whole assessment or only part of the assessment. Generally, where it is possible to isolate a learning outcome, candidates should be re-assessed only for that learning outcome. However it is important to avoid fragmentation of the assessment process to the extent that the overall learning outcome is not assessed in the round.

RECORDING ASSESSMENT RESULTS67. For all assessments a reliable system must be in place for recording evidence, assessment judgements and

decisions in relation to the award of vocational qualifications. An assessment record should be kept for each candidate, recording what was assessed, when, by whom. The assessment record should be signed by the candidate, the assessor and the internal verifier. When designing assessment and verification records, it is important to remember that the key outcome of the assessment process will be the certification of the candidate’s achievements against VNFIL requirements. All assessments must be fully auditable. The internal and external verifier must be able to see who assessed what, on what date; and all pieces of evidence must be clearly linked to the candidate.

68. There are five key factors to be taken into account in assessment recording. � Verifiability: Once assessors have reached their decision, internal and external verifiers will sample some

assessment records of each candidate at some stage in the future. Records need to be easily accessible and readable, with all relevant information clearly presented.

� Consistency: A consistent and coherent recording process, combined with the quality of assessment, will ensure that national standards are maintained.

� Flexibility: leaning programmes can be delivered by different teachers/trainers and mentors. Therefore the documentation used will have to be flexible enough to cope with different demands. The recording documentation should be useful to as many different people as possible. At the same time records need to ensure equal and fair assessment for all candidates.

� Simplicity: Assessment recording systems should be designed around the national standards and should not make any additional requirements of candidates, assessors and internal or external verifiers, beyond that required in the standards.

� Familiarity: As candidates progress through the assessment process, they get to grips with the standards and take on more responsibility for learning and gathering evidence. The more familiar candidates and assessors are with the standards and the recording system, the more likely it is that the evidence presented for assessment will be valid.


QUALITY ASSURANCE69. This section sets out the principles to be followed in the design and implementation of arrangements for quality

assuring VNFIL assessment. The purpose of VNFIL certification is to confirm the achievements of candidates on the basis of the evidence that has been assessed. The evidence must be sufficient to enable a clear inference to be drawn that the candidate possesses the knowledge and skills attested to by the certification. Unless assessments are quality assured, there can be no confidence that this is the case.

70. Assessments for VNFIL certification are subject to a quality assurance process known as verification, which aims to ensure that assessors are making consistent assessment decisions in accordance with assessment criteria.

71. Verification is the process of monitoring and sampling assessment practice and candidate performance to ensure that assessment decisions are accurate, valid and consistent. The aim of the verification process is to ensure that VNFIL assessors are making correct assessment decisions in accordance with the assessment criteria, and thereby to ensure the integrity of the assessment system.

72. There are two types of verification in the quality assurance of vocational qualifications. � Internal verification – the process of carrying out verifications of candidates’ assessments within the

organisation providing the assessment. This is entirely the responsibility of the organisation providing the assessment.

� External verification – the process of verifying that VNFIL assessment in each organisation providing assessment has been carried out consistently and to national standards. This should be the responsibility of an independent authority.

73. Verification involves assuring the quality of the systems and procedures used for assessment and evaluation by: � monitoring the conduct of assessment to ensure that assessment and recording procedures are correctly

followed in a consistent and fair manner; � sampling the candidate’s evidence to validate assessment decisions, ensuring that the evidence on which

decisions are based is valid, reliable, sufficient, current, consistent and authentic; � ensuring that assessment and verification records are up to date and available for analysis by the organisation

providing the assessment and the institution responsible for externally verifying the assessment process; � supporting and advising assessors to ensure continuous improvement.

74. Verifiers have a key role in ensuring that assessors carry out consistent and valid candidate assessments. The Internal Verifier has a key role in ensuring that VNFIL assessment within the organisation is consistent and valid for all candidates, and that the records supporting assessment and verification are accurate and up-to-date. There are two main aspects to verifying assessments.

� Monitoring assessment practice – this involves the observation of assessors’ performance in assessments, and giving constructive feedback.

� Validating assessment decisions – this involves verifying assessors’ decisions on candidates’ evidence/portfolios.

75. The responsibilities on verifiers include: � verifying assessments: approving assessment instruments proposed by assessors, ensuring assessments

are in line with national standards and requirements, monitoring assessment practice, sampling assessment decisions, validating assessment practice and decisions;

� advising and supporting assessors: supporting the training and development of assessors, providing advice and guidance to assessors, providing feedback to assessors on their assessment performance;

� keeping accurate records of assessment and verification: ensuring that assessment documentation and administrative systems are fit for purpose, ensuring that assessors use approved recording documents, checking that candidate records meet laid down requirements, maintaining records of internal verification and sampling activities.

76. To avoid conflicts of interest, Verifiers should not internally verify assessment decisions in which they were themselves involved. They should also take care to focus on verifying the quality of the assessments made, and should not allow judgements to be influenced by any other competing demands, or personal likes or dislikes. They should also have adequate time and resources, and sufficient authority within the organisation to be able to carry out their role effectively.

77. Monitoring assessment practice is done by observing how assessors plan assessments with candidates, collect and judge evidence, question candidates, carry out assessment interviews and give feedback. By doing this, Verifiers should be able to identify and solve problems at an early stage, before a candidate’s full assessment record is presented and has to be referred back. Verifiers also need to monitor the assessment practices at partner organisations, e.g. employers.

78. It is not cost-effective for the internal verifier to check every single assessment, so the Internal Verifier should select a representative sample of assessments for checking. When verifying assessment decisions, Verifiers should be examining samples of evidence that has been “signed off” by the assessor as valid, sufficient, current, authentic, consistent, and reliable, evidence that has been judged by the assessor as “insufficient” and carrying out standardisation exercises with a group of assessors who are asked to judge the same evidence.

79. In choosing a representative sample, Verifiers should consider such factors as the number and type of candidates involved, the experience of the assessors, any special assessment requirements, any learning outcomes requiring special attention. the types of assessment instruments used, and whether some of the assessments take place off-site, for example on the premises of local businesses.

ANNExES 35

APPEALS80. To deal with cases where candidates disagree with VNFIL assessment decisions, there should be a clear,

well-publicised procedure for dealing with any appeals made. Everybody involved in the assessment process – including verifiers, assessors, and candidates – should be aware of their rights and responsibilities within the appeals system. The appeals procedure should be explained to candidates and a copy of the appeals procedure should be in their portfolio. Written records should be kept of all appeals and their outcomes.

81. Normally the Internal Verifier should be the first person approached by the candidate. If this is the case the Internal Verifier should speak to both the assessor and the candidate before reviewing and trying to resolve the disputed decision. If the candidate in turn disputes the Internal Verifier’s decision, the matter should be referred to the External Verifier, who should review the evidence and make a ruling on whether or not the appeal is accepted.


ANNEX 2. WORK PLAN FOR VNFIL IMPLEMENTATION

No Activity Resp. 2014 2015 2016 2017

1. Approval of policy concept paper MES/NVETC

x

2. Establish VNFIL steering group as permanent thematic group of NVETC

MES x

3. Establish VNFIL support unit in NCEQE MES/NCEQE

x

4. Prepare new VNFIL regulation based on proposals in policy concept paper

NCEQE x

5. Review related legislation and regulations (including NQF and Law on VET) and propose changes

MES x

6. Agree budget including state contribution and shared costs

MoFMESMLHSA

x x x x

7. Develop criteria for authorisation of VNFIL centres based on VNFIL methodology

NCEQE x

8. Develop modular assessment and certification for VET qualifications in pilot areas

NCEQE x

9. Support sectors in defining competences for which there is a sectoral need for validation, including competences not covered by existing qualifications/modules

NCEQE x x

10. Develop toolkit of exemplar assessment instruments, guidance on portfolios and documentation templates

NCEQE x

11. Develop independent external verification system for VNFIL (related to the development of quality assurance arrangements for VET qualifications)

NCEQE x

12. Establish and implement pilot with colleges and sector association in at least one sector on the basis of the proposed methodology

MESNECQESector Association

x x

13. Revise methodology and guidance on basis of results of piloting

NECQE x x

14. Set up support network including vocational guidance services of MLHSA

MES NCEQEMLHSAMoSY

x x x

15. Provide capacity building training for colleges, Sector committees, sector associations, vocational guidance staff etc.

NCEQE x x x

16. Prepare information materials and carry out awareness raising campaign focused on identified target groups

NECQEMLHSASocial partners

x x

17. Carry out review and evaluation after completion of the three year work plan

MESNECQE

x

18. Establish database of information about VNFIL providers/modules

MESNEQE

x x

19. Develop standard system for recording data about VNFIL candidates

MLHSA NCEQE

x x

37

SOURCES

DOCUMENTS FROM GEORGIA

Law of Georgia on Vocational Education, amended 21.07.2010, No. 3529

Order No 120/N of the Minister of Education and Science of Georgia, 10 December 2010, on the Approval of the National Qualifications Framework

Order No 8/N of the Minister of Education and Science of Georgia, 3 February 2011, on the Approval of the Conditions and Procedure of Recognition of Informal Professional Education

The Migration Strategy of Georgia, 2013-2015, Ministry of Labour, Health and Social Affairs, Georgia, 2013

Vocational Education and Training Development Strategy for 2013-2020, Ministry of Education and Science, Georgia, 2013

Online registry managed by the National Centre for Educational Quality Enhancement, NCEQE, 2012b: http://eqe.ge/eng/education/professional_education/occupational_standards_list

Adult Education Strategy in the Context of Lifelong Learning, Adult Education Association of Georgia, Tbilisi, 2009

Quality and VET glossary developed in the frame of Quality Enhancement and Capacity Building Support Programme in VET, Georgia

EUROPEAN UNION AND OTHER DOCUMENTS

Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning (2012/C 398/01)

Commission Staff Working Document – Executive Summary of the Impact Assessment, accompanying the document Proposal for a Council recommendation on the Validation of non-formal and informal learning, Brussels 5.9.2012 SWD (2012) 253 final

European Guidelines for validating non-formal and informal learning, CEDEFOP, Office for Official Publications of the European Communities, Luxembourg, 2009

European Inventory on Validation of Non-formal and Informal Learning 2010 – Executive Summary of the Final Report, Cedefop, Thessaloniki

European Inventory on Validation of Non-formal and Informal Learning 2010 – Thematic Report: Costs and benefits of Validation, Cedefop, Thessaloniki

European Inventory on Validation of Non-formal and Informal Learning 2010 – Thematic Report: Validation in the Higher Education Sector, Cedefop, Thessaloniki

European Inventory on Validation of Non-formal and Informal Learning 2010 – Thematic Report: Assessment Methods, CedefoP, Thessaloniki

European Inventory on Validation of Non-formal and Informal Learning 2010 – Thematic Report: Costs and Benefits of Validation, Cedefop, Thessaloniki

European Inventory on Validation of Non-formal and Informal Learning 2010 – Thematic Report: Validation of Prior Learning in the Construction Sector, Cedefop, Thessaloniki

European Inventory on Validation of Non-formal and Informal Learning 2010 – Thematic Report: Validation for Specific Target Groups, Cedefop, Thessaloniki


Recognition, Validation and Certification of informal and non-formal learning – Synthesis Report, UNESCO Institute for Education, Hamburg

Torino Process 2012, Georgia, ETF, Turin, 2013

Strategy for reform of vocational education and training (2009-12) Georgia: Report on main outputs and outstanding challenges, ETF, Turin, November 2012

Validation of Non-formal and Informal Learning – Common aspects and some orientations for future steps in Georgia: Draft Proposal, ETF Project ENP-E WP12-31-09, Report to ETF by E. Mitroi, January 2013

39

ESTABLISHING A SYSTEM FOR THE VALIDATION OF NON-FORMAL AND INFORMAL LEARNING IN ARMENIAASSESSMENT GUIDELINESPrepared for the ETF by Elisabeta Mitroi, ETF consultant

INTRODUCTION 40

1. ASSESSMENT: AN OVERVIEW 41

1.1 Definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

1.2 Main features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

1.3 Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

1.4 Role of the assessor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

1.5 Profile of the assessor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

2. THE ASSESSMENT PROCESS 45

2.1 Induction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

2.2 Assessment planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

2.3 Collecting evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

2.4 Judging evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

2.5 Making assessment decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

2.6 Recording data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

3. DEVELOPING ASSESSMENT INSTRUMENTS 51

3.1 Assessment specification: content and standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

3.2 Selecting and constructing assessment instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

40 ESTABLISHING A SYSTEM FOR THE VALIDATION OF NON-FORMAL AND INFORMAL LEARNING IN ARMENIA

INTRODUCTION

These guidelines are aimed to assist in establishing a system for the validation of non-formal and informal learning (VNFIL) in Armenia in the field of tourism/hospitality. It is addressed to all the VNFIL stakeholders, and particularly to the candidate, assessor and assessment centre manager, who need to have a clear and comprehensive understanding of the process.

The VNFIL1 is a process of confirmation by an authorised body that an individual has acquired learning outcomes measured against a relevant standard and consist of the following four distinct phases:

1. identification through dialogue of particular experiences of an individual;2. documentation to make visible the individual’s experiences;3. a formal assessment of these experiences; 4. certification of the results of the assessment, which may lead to a partial or full qualification.

Obviously the assessment is the crucial part of the VNFIL if we want to secure a trustful process. Therefore a special attention will be paid for ensuring that assessment principles are applied throughout the whole assessment process.

1 Definition from ‘Council recommendation of 20 December 2012 on the validation of non-formal and informal learning’, Official Journal of the European Union, 2012/C 398/01, 2012.

41

1. ASSESSMENT: AN OVERVIEW

At a time when technology is almost ubiquitous due to multinational companies worldwide installed, the difference in competitiveness between countries is nurtured by the competence of the labour force. The main mechanism for acquiring knowledge and skills is the formal education and training system. In the same time though, individuals develop their competence through work experience, on-the-job training, leisure activities, etc.

The assessment has two major objectives:

� confirm that an individual achieved the knowledge, skills and competences related to an occupation or to a qualification for which a certificate or diploma can be issued;

� identify the knowledge and skill gaps of an individual in order to allow him/her to pursue additional learning.

One of the most important factors contributing to public confidence in qualifications2 is the quality of assessment, which learners undertake to achieve them. We must strive to ensure that the assessment process is both rigorous and fair, and that assessment tasks are appropriate to the standards defined in the occupational profile or in the related educational standard.

A common and largely accepted definition of qualification states that it is an official record (certificate, diploma, degree) of learning achievement, which recognises the results of all forms of learning, including the satisfactory performance of a set of related tasks. It can also be a condition that must be met or complied with for an individual to enter or progress in an occupation and/or for further learning.

1.1 DEFINITION

Assessment is the process of analysing the evidence of an individual’s attainment of knowledge, understanding, and skills, against defined criteria set out in the occupational profile and in the vocational part of the educational standard.

When assessment is carried out at points throughout a learning programme to provide feedback on candidates’ progress, it is known as formative assessment. Assessment carried out on completion of a learning programme also provides evidence for certification purposes, and this is known as summative assessment.

Summative assessment provides evidence, for individuals, employers, educational institutions, and society as a whole of the individual’s achievements. There is good reason to ensure that summative assessment procedures are based on clear benchmarks of knowledge, skills and competences in which there is public confidence.

1.2 MAIN FEATURES

The main features of the assessment are related to several aspects, such as evidence requirements, persons who conduct assessment, institutions where assessment takes place, application of principles, and quality assurance framework.

Criterion referenced

In assessment of competence, candidates are assessed against performance criteria defined in the vocational part of the curriculum approved at national level. This is quite different to a system where learners are assessed against learning input and then norm referenced, which refers to the average results expected from students.

2 A common and largely accepted definition of qualification states that it is an official record (certificate, diploma, degree) of learning achievement, which recognises the results of all forms of learning, including the satisfactory performance of a set of related tasks. It can also be a condition that must be met or complied with for an individual to enter or progress in an occupation and/or for further learning (UNESCO, Guidelines for the recognition, validation and accreditation of the outcomes of non-formal and informal learning, UIL, 2012).


Evidence-based

Assessment should be based on evidence of competence that is sufficient, valid, authentic, and transferable and which identifies a level of quality consistent with the requirements of the occupational profile and vocational part of the educational standard.

Inclusive and participative

The assessment process involves the active participation of the candidate, who should produce evidence of acceptable performance, and the assessor, who is expected to be supportive and to provide constructive feedback throughout the process.

Independent of the learning process

The evidence of performance is gathered and judged independently of the learning process. It is the responsibility of the candidate to produce evidence of competence, and of the assessor to plan and organise the activities for the candidate, to allocate assessment tasks for the candidate to demonstrate the competence.

While the learning process is a continuum of teaching and learning toward the achievement of learning outcomes, the assessment process consists of discreet activities for producing evidence of knowledge – written and oral tests, or for producing work results – direct observation of work activities, projects, practical demonstrations, gathering portfolio, etc.

Assessment final decision: ‘competent’ or ‘not yet competent’

Although within the assessment processes the candidate’s work might be scored in accordance with agreed scales, the final assessment decision will be either ‘competent’ or ‘not yet competent’. It is not acceptable that a person is ‘half-competent’.

The assessment decision is made on modules (when it is based on educational standards) or on tasks defined in the occupational profile. This feature allows candidate to accumulate recognition for ‘bites’ of occupation or of qualification, to practice work activities before achieving the full qualification.

Therefore it is necessary to have the occupational profile (occupational standard) defined as a collection of discrete tasks (vocational competences) recognisable separately.

1.3 PRINCIPLES

For an assessment system to achieve its objectives it should be based on the following principles:

� validity, � reliability, � practicability and cost-effectiveness, � credibility, � flexibility.

Validity

Every method of assessment, whether a question paper or project brief, should be designed in a way that provides candidates with an opportunity to produce evidence that demonstrates that they have the understanding, knowledge and skills needed to achieve the qualification. In other words, assessment must actually measure performance against the intended specification of the occupational profile or outcomes of learning.

An instrument of assessment is valid when the following conditions are met.

� It is appropriate to purpose (e.g. a practical assessment should be used to assess practical skills). � It ensures adequate coverage of occupational profile and/or occupational standard. � It allows individual to provide sufficient evidence of all the main skills and knowledge specified in the standard. � It produces evidence of individuals’ performance which can be measured against specified outcomes and

standards defined for the occupation.

1. ASSESSMENT: AN OVERVIEW 43

� It facilitates the making of reliable assessment decisions by all assessors for all individuals who reach the recognition.

� It is accessible to all individuals who are potentially able to achieve it.

Reliability

To be reliable, the assessment must give consistent decisions on different occasions and across all assessors and candidates.

Assessment decisions are reliable when they are:

� based on evidence generated by valid instrument of assessments, which is judged against clearly defined performance-related criteria;

� consistent across the range of assessors using an instrument of assessment in different situations, contexts and with different candidates;

� consistent over time; � based on evidence produced under consistently applied conditions of assessment (e.g. open book, closed book,

or supervised); � based on evidence which is the authenticated work of candidates being assessed.

Practicability and cost-effectiveness

For assessment to be practicable and cost-effective, it must be linked to available resources, facilities and time. The occupational profile specifications are highly practical in nature and candidates should normally be assessed whilst performing the relative activity. However, a practical assessment that requires an elaborate arrangement of equipment and/or consumables, or that takes too long to perform, could place unreasonable demands on assessors and candidates.

Credibility

For assessment and resulting certification to be credible it must enjoy public confidence.

Flexibility

For assessment to be flexible it must facilitate access and progression, without compromising educational standards.

1.4 ROLE OF THE ASSESSOR

The assessor is responsible for assessing the competence of candidates. Responsibilities include:

� providing induction to the candidates: � explaining the features of the occupational profile and of the educational standard; � detailing the assessment process; � clarifying the need for self-assessment and the way it should be done;

� planning assessment: � identifying opportunities for collecting evidence efficiently; � ensuring assessments are in line with national standards and requirements; � involving candidates in their own assessment process;

� collecting evidence: � using different assessment methods;

� judging evidence: � checking that evidence meets the evidence requirements; � checking that the standard of the qualification/curriculum has been met;

� making assessment decisions: � deciding whether the standard has been met; � providing feedback to candidates;

� recording assessment: � ensuring that assessment decisions are recorded;

� liaising with the internal verifier: � ensuring the quality of the assessment process; � tracking candidates’ progress; � standardising assessment decisions.


The assessor is a person with relevant and current work experience in the occupation to be assessed and with a specialised training for performing assessor role. Many VET teachers and trainers, who spent significant time as professionals before becoming teachers, are very suitable now to become assessors. The specialised competences together with pedagogical ones are a strong background for assessment of others. It is important that assessors should not assess those who were their students, in order to keep a clear separation between learning and assessment.

The assessor has a key role in ensuring that assessment within the assessment centre is consistent and valid for all candidates, and that the records supporting assessment are accurate and up-to-date.

It is important that assessment centres ensure that assessors have adequate resources (equipment, materials and time) to be able to carry out their role effectively.

1.5 PROFILE OF THE ASSESSOR

The assessment centres are responsible for ensuring that assessors are competent, and are also responsible for providing assessors with on-going professional development and support.

There are some key aspects to competence in assessment, all of which are essential:

� demonstration of competence in undertaking the requirements of the assessment procedure; � demonstration of the relevant up-to-date occupational background so that assessors can determine whether

candidates’ evidence meets the specific standards of a particular occupation; assessors are responsible for keeping their own occupational knowledge up-to-date;

� demonstration of understanding and knowledge in the national occupational profile and educational standard to support and advise candidates;

� an understanding of the record keeping and quality assurance system.

Assessors need personal qualities that enable them to develop good working relationships with candidates, while at the same time maintaining control, and providing constructive feedback.

The assessment centre should have a clear programme for identifying and meeting the development needs of assessors. It is also important to remember the ongoing needs of more experienced staff, even though new assessors are likely to have greater development needs.

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2. THE ASSESSMENT PROCESS

Assessors are responsible for assessing the work that candidates produce in response to assessment tasks, in line with the standards and evidence requirements of occupational standard.

Assessment is the process of collecting evidence of candidate’s knowledge, understanding and skills, against the requirements set out in occupational profile and vocational part of the educational standard. Assessors may do this by using instruments of assessment devised and tested prior to assessment process.

If the candidates can show, by generating evidence of their competence, that they meet the occupational standard requirements, they qualify for that occupation. If they do not meet the standards, or they do meet only partly the standards they must develop their skills and knowledge further, after which they may apply for re-assessment.

The professional community – practitioners, employers, and trade union’s representative – may decide that a candidate can get recognition only for a part of occupation and what is this part. Accordingly, the candidates can get the certificate for a part of qualification for which they demonstrated the attainment of knowledge and skills.

The assessments for occupations/qualifications are subject to a quality assurance process known as internal verification, which is an important element in the quality assurance framework. The aim of internal verification is to ensure that assessors are making consistent assessment decisions in accordance with assessment criteria defined within the occupational standard or in the vocational part of the educational standard.

To follow the steps outlined below should ensure that assessments, and the verification process which supports them, are carried out successfully.

STEPS ENSURING SUCCESSFUL ASSESSMENTS

Get to know the content of the occupational profile and the vocational part of the occupational standard

Select and construct instruments of assessment

Evaluate and approve instruments of assessment

Plan assessment opportunities with the candidate

Collect and assess the candidate’s evidence

Record assessment decisions

Internally verify assessment decisions


Competence is the ability to apply underpinning knowledge, understanding, practical and thinking skills to achieve effective performance to the standard required in employment. This includes solving problems, and being sufficiently flexible to meet changing demands by transferring skills and understanding to similar performance.

The application of skills, knowledge and understanding is central to competence-based learning and assessment. Candidates have to be able to show that they can successfully and consistently apply what they have learnt to the workplace. Therefore candidates need sufficient opportunities to put into practice what they have learnt before being assessed.

Ultimately, the assessor has to undertake a formal assessment of a candidate to judge whether the candidate:

� has the specified knowledge and understanding, and is able to apply it; � can demonstrate consistent performance over a period of time and circumstances; � has met all the requirements of the occupational profile and/or the vocational part of the education standard; � the competence is current.

This section describes the nature of evidence and how to assess evidence for vocational qualifications in relation to the six stages in the assessment process:

� induction and self-assessment; � planning assessment; � collecting evidence; � judging evidence (and giving formative feedback); � making assessment decisions (and giving summative feedback); � recording assessment.

2.1 INDUCTION

It is important that the demands and benefits of undertaking a vocational qualification are explained to candidates at the earliest opportunity to help motivate them to achieve the qualification.

A good induction can help candidates to feel confident about taking responsibility for their own assessment. It is therefore important that the information and advice provided during the induction is appropriate to candidates’ needs, and that candidates are given sufficient time and encouragement to ask questions.

An induction programme can assist by:

� explaining the demands of the assessment process and objectives; � clarifying what is meant by occupational competence and how this is specified in the occupational profile and in

the vocational part of the educational standard; � explaining the assessment requirements; � clarifying the requirements and the reason for self-assessment; � clarifying the roles and responsibilities of candidates and others involved in the assessment process; � highlighting the opportunities for recognising current skills and knowledge; � highlighting the potential for undertaking further learning and development.

2.2 ASSESSMENT PLANNING

The joint planning of assessment between assessors and candidate is an important part of the overall assessment process.

Planning helps to:

� identify opportunities for collecting evidence efficiently and effectively; � identify evidence that can be used for more than one learning outcome and more than one module; � ensure that the collected evidence is valid, reliable, sufficient, consistent, current, and authentic; � involve candidate in their own assessment process.


The collection of evidence and the instruments of assessment (or assessment methods) that have been identified in the assessment plan should be as efficient and cost-effective as possible. Assessors and candidates should plan together how to minimise the volume of evidence required, while still meeting the national standards.

Assessment planning is usually a one-to-one exercise between the assessor and the individual candidate; however, where large numbers of candidates are involved, this might also be done in groups.

Responsibilities of the assessor in assessment planning:

� discussing with candidates and others who might be involved (trainers for practice, administrators of assessment centre, line managers at the work place);

� identifying the type and amount of evidence needed to meet the requirements of the vocational qualification; � identifying relevant instruments of assessment (or assessment methods); � identifying best opportunities for evidence collection; � making arrangements for formative assessment; � making arrangements for judging evidence and giving feedback to candidates.

Responsibilities of the candidates in assessment planning:

� recognising when they are ready for assessment; � performing self-assessment and requesting formal assessment; � discussing and agreeing an assessment plan with assessors; � identifying opportunities for evidence collection; � making provisional judgements on their own evidence; � deciding how to present evidence; � identifying gaps in their assessment plan; � identifying suitable ways of meeting their own development needs.

Being involved in their own assessment planning can motivate candidates to take responsibility for their own learning; however, assessment planning should not create unacceptable barriers for fair assessment.

A systematic approach to assessment planning ensures that evidence collection and assessment opportunities cover the national standard. Assessors may use the following steps when carrying out assessment planning:

� Step 1. Identify evidence that candidates might already have produced and identify which requirements are covered by this evidence.

� Step 2. Check which aspects of competence must be supported by evidence in prescribed ways (no choice); e.g. which part must be covered by direct observation of work activities.

� Step 3. Identify those learning outcomes and performance criteria that cannot be observed during work activities; and plan alternative ways of collecting evidence (e.g. simulations).

� Step 4. Identify assessment opportunities for collecting evidence during work placements (where possible). � Step 5. Identify opportunities for using evidence from other assessments (e.g. already existing certificates or

marked written tests produced beforehand). � Step 6. Identify needs for alternative forms of assessment to cover the full content, knowledge, and

understanding.

There are few restrictions on what assessment methods may be used; however, there are limits on ‘simulations’ as an opportunity to collect evidence. Simulations can often provide useful learning opportunities. They allow candidates to develop and practice skills, and also provide opportunities for formative assessment and feedback. However, when simulations are used for assessing competence, it is vital that they are set to reflect real activities and conditions of a realistic working environment. All simulations must provide for valid and reliable assessment to the standards required in employment.

2.3 COLLECTING EVIDENCE

Evidence can take many forms and come from many sources. It is unlikely that one item of evidence will be sufficient to establish competence in even the smallest assessable part of a vocational qualification. In practice, a number of combinations of evidence are collected, some of which may be dropped from the final package if more useful evidence becomes available at a later stage.

To get a vocational qualification, candidates must produce evidence that is assessed against national standards for occupational competence. This evidence can be divided into performance evidence and knowledge evidence.


Performance evidence

� Products of candidates’ work – these are items that candidates produced or worked on, or documents produced as part of a work activity, and so on; the evidence may be in the form of the product itself, or may be a record or photograph of the product.

� Observations of candidates’ work – these are observations of the way candidate carry out activities and of the processes involved in demonstrating competence; this can be in the form of witness testimonies, assessors’ observation records, or audio/video recordings.

It is often best to collect as much observational evidence as possible during work placements. Observational evidence is particularly valuable, as it testifies to candidates’ performance in the workplace (or during simulations).

Observations need to be carried out inconspicuously and discreetly, to avoid distracting candidates and interfering with the activities (unless there is a danger or emergency).

A record of the observation and its results is signed by assessors and candidates, and is kept in the portfolio as part of the evidence package.

Normally assessors will carry out observations; but witness testimonies – from colleagues, managers, or customers – can also be a valuable and additional form of performance evidence.

Testimonies should:

� be dated and signed by the witness; � be specific to the activities or product; � give specific details of the observed activity; � give brief details of the witness and his/her role in relation to candidates; � identify the aspects of competence demonstrated.

It is helpful for witnesses to be given a checklist for their testimony, which they can use to link the details of performance to the occupational profile. Witnesses may have different roles in testifying to candidates’ performance. Sometimes they may simply authenticate a piece of work as having been produced by candidates. In other cases, they may provide accounts of candidates’ performance and comment on it in relation to the occupational standards.

Witness testimonies need to be treated like any other evidence, and need to be assessed by a qualified assessor. Before accepting and assessing evidence from witness testimonies, assessors need to:

� ensure that witnesses are familiar with the standards required, and/or (in case of customers) are able to comment authoritatively on candidates’ performance;

� judge their authenticity and validity; � check that they are clear about the standards and learning outcomes covered; � check that they can be confirmed; � check that witnesses can be contacted for confirmation purposes, if necessary.

Knowledge evidence

Knowledge and understanding and the associated cognitive skills are part of competent performance and not something separate from it. Evidence of candidates’ knowledge and understanding can be drawn from formal written and oral tests, informal questioning, and directly from observations or products.

Knowledge is about knowing what should be done, how it should be done, why it should be done and what should be done if circumstances change.

It includes:

� knowledge of facts and procedures; � understanding of principles and theories; � ways of using and applying knowledge in competent performance.

Knowledge evidence helps predict whether candidates will be able to perform competently in new settings and cope with problems. It can also be used to achieve coverage of contingencies and items of content that are not met with performance evidence.


Thus, knowledge evidence may be used to show how candidates would handle any contingencies for which performance evidence is not available. It can also show how candidates would adapt performance to meet all the different contexts and circumstances in the module descriptors and learning outcomes.

Knowledge evidence must be collected to cover all of the items of knowledge and understanding specified for the standard. While performance (including simulations and assignments) provides an important source of knowledge evidence, it is unlikely that it will satisfy all the requirements.

It cannot be assumed that because some aspects of knowledge have been demonstrated, the rest can be inferred. In some cases, questioning (particularly during work placements) will be an effective and appropriate way of assessing knowledge. In other cases, oral and written tests provide a suitable means of checking the breadth and depth of candidates’ knowledge and understanding.

Assessor will need to judge the best mix of knowledge evidence according to candidates’ circumstances and the requirements of the occupational profile.

2.4 JUDGING EVIDENCE

Before submitting evidence for assessment, candidates will need to present and cross-reference their evidence in a portfolio. Assessors will then compare the evidence with the requirements and judge if the evidence meets the standards.

When assessing evidence assessors must consider six evidence requirements.

1. Is the evidence valid, e.g. relevant to the task in the occupational profile or to the learning outcome being assessed?

2. Is the evidence current, e.g. can the candidate perform the tasks now?3. Is the evidence authentic, e.g. produced by the candidate?4. Does it demonstrate consistent performance over a period of time?5. Is there sufficient evidence to cover all the requirements of the standard? Are there at least three different

sources of evidence (e.g. observation, work products, oral questioning, and witness testimony)?6. Would another assessor make the same decision; in other words are the assessment methods reliable?

It is not appropriate to treat each performance criterion within a learning outcome as a separate task to be ticked off. This artificially fragments performance, and does not demonstrate that candidates can perform to the national standard consistently. However, successful completion of a learning outcome will involve meeting all the criteria.

In some cases, it can be difficult to tell if an item is entirely a candidate’s own work; for example, when looking at computer printouts. Some candidates may attempt to pass off other people’s work and evidence as their own. Or it may simply be difficult to differentiate candidates’ own work from that produced by others in the group or team. Witness testimonies can confirm the authenticity of candidates’ evidence.

Assessors should always carry out oral questioning to ensure that evidence is authentic. If there is any doubt, candidates have to collect further evidence.

At the end of this formative assessment assessors will give feedback on whether the evidence is sufficient in quality and quantity to meet the standards and evidence requirements, and record this on the assessment record. The assessment record will also indicate what additional evidence candidates need to provide, if the evidence requirements have not been fully covered.

2.5 MAKING ASSESSMENT DECISIONS

Candidates are judged to be ‘competent’ or ‘not yet competent’. Candidates are competent when there is sufficient evidence of their performance, knowledge and understanding to demonstrate that they can perform consistently to the national standards, under conditions expected in a normal work environment, and across the range of circumstances expected in the occupational role.

If the evidence produced in candidates’ portfolios is sufficient to prove competence and meets the requirements of the standard, assessors carry out a summative assessment and ‘sign off’ the modules. The assessment cycle will then begin again until candidates have completed all modules they intended to achieve.


2.6 RECORDING DATA

A reliable system for recording evidence, assessment judgements and decisions must be in place. Certification depends on effective rigorous systems for recording assessment. This is required for all assessments and must be fully auditable. Any relevant stakeholder must have access to information like:

� who is the candidate and who is the assessor(s) that was allocated; � who assessed what – what assessment methods were applied; � on what date(s); � what are the pieces of evidence and are they clearly linked to the candidate; � what was the decision.

Assessment centres need to keep an assessment record for each candidate; this should record what was assessed, when, by whom; and this needs to be signed by the candidate, assessor and verifier.

When designing assessment and verification records, it is important to remember that the key purpose of the assessment is certification.

There are five key factors that contribute to successful assessment recording.

� Verifiability: Once assessors have reached their decision, verifiers will sample assessment records of each candidate. Records need to be easily accessible and readable, with all relevant information clearly presented.

� Consistency: A consistent and coherent recording process, combined with the quality of assessment, will ensure that criteria agreed by all stakeholders, at national/sector level are maintained.

� Flexibility: Non-formal and informal learning take place at various moments of candidates’ lives, in various settlements. Therefore the documentation used will have to be flexible enough to cope with different situations. The recording documentation should be useful to as many different people as possible. At the same time records need to ensure equal and fair assessment for all candidates.

� Simplicity: Assessment recording systems should be designed around the reference documents agreed at national level (i.e. occupational profile, educational standard) – and should not make any additional requirements on candidates, assessors, and verifiers, beyond that required in respective document.

� Familiarity: As candidates progress through the assessment process, they get to grips with the assessment criteria and take on more responsibility for gathering evidence. The more familiar candidates and assessors are with the standards and the recording system, the more likely it is that the evidence presented for assessment will be valid.

The following flowchart is an example, showing some of the records used in the assessment process.

EXAMPLE OF THE RECORDS USED IN THE ASSESSMENT PROCESS

Candidate enrols for assessment andperforms self-assessment

Candidate and assessor decide onassessment opportunities

Candidate collects evidence andassessor carries out observations

Assessor judges evidences andmakes an assessment decision

Verifier validates assessment decision

Assessment centre issues certificate

Record of assessment enrolmentSelf-assessment sheet

Assessment plan

Evidence reference sheetObservation record

Decision sheetAssessment records

Samples of assessment records

Certificate of competence(for full or partial qualification)

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3. DEVELOPING ASSESSMENT INSTRUMENTS

The assessment process consists of generating and collecting evidence of candidates’ performance and judging this against defined criteria. Candidates and assessors have a joint responsibility for generating and collecting evidence, and it is then the responsibility of assessors to judge candidates’ competence on the basis of the evidence.

Assessment involves observation, product examination, oral or written questioning. All methods of assessment fall within one or more of these categories.

� Observation means observing the candidate while he or she is carrying out an activity (whether in real work conditions or simulated).

� Product examination means looking at something a candidate has made or produced, prior to assessment process, during or after the activity has been completed.

� Questioning means asking the candidate questions which can be answered either verbally or in writing. The questions may relate to the activities described in the learning outcome (to check that the candidate understands why the activities were carried out), or they could test the candidate’s ability to work within other contexts stated in the content. Questioning is also an important means of establishing evidence of underpinning knowledge and understanding.

Assessment instruments should be devised and vetted by occupational experts with support of teachers/trainers with relevant experience in the occupation in question. All materials are subject to a quality check and approval by the authority that will take the responsibility for certification (Ministry of Education, Chamber of Commerce, etc.) prior to being made available.

3.1 ASSESSMENT SPECIFICATION: CONTENT AND STANDARDS

An important element of valid and reliable assessment is knowledge of what is required by occupational profile and/or vocational part of the educational standard. Assessors have to become familiar with the content of the occupational profile and the learning outcomes specified in the educational standard.

The formulation of learning outcome gives a valuable indication of the assessment method that should be used. If the learning outcome says that ‘at the end of the programme the learner will be able to produce...’, it is obvious that the assessment will be about a practical demonstration or producing the thing that is mentioned in the outcome. If the learning outcome is ‘at the end of the programme the learner will be able to describe...’, the assessment method should be a written or oral test.

When educational standards are not available, the assessors must identify within the occupational profile a series of performance criteria required for satisfactory performance in the occupation. These criteria will reflect and describe:

� the work results expected to be produced by a competent person; � the benchmarks for quality performance in respective occupation; � the knowledge required for each task mentioned in the occupational profile.

From these criteria, the developers of assessment instruments will identify the evidence requirements, i.e. the type, quality, and quantity of evidence which candidates have to provide and, where applicable, any restrictions on the ways (e.g. use of simulations) it can be generated.

To be judged competent candidates must meet all criteria associated with that outcome, or associated with the task.


3.2 SELECTING AND CONSTRUCTING ASSESSMENT INSTRUMENTS

The staff involved in the design and approval process for instruments of assessment must bear in mind the characteristics of satisfactory assessments. The selection of the most appropriate instrument of assessment will depend on a number of factors.

� It must be fit for purpose (e.g. where a practical skill needs to be demonstrated, a practical assessment should be used).

� It has to allow candidates to produce sufficient evidence of the knowledge, understanding, and skills specified in the occupational profile or in the educational standard; and ensure adequate coverage of all learning outcomes, performance criteria and content.

� It must generate evidence which can be measured against the quality benchmark defined in the occupational profile.

� It should help all assessors of all candidates to make reliable assessment decisions where the same instrument of assessment has been applied.

In addition to the above aspects of validity and reliability, instruments of assessment should make best use of available resources, should contribute to public confidence in the assessment, should support effective learning, and should facilitate access and progression.

There are many different types of instruments of assessment (or methods of assessment). Instruments of assessment are usually presented as written instructions, and also explain how assessors are going to judge the evidence (e.g. through observation).

Candidates may have to respond to written specifications in a variety of ways, e.g. in writing, by completing a practical task, or by building a model. For most instruments of assessment candidates are required to generate their own response, e.g. by producing a report, or carrying out an investigation. For some instruments of assessment candidates are allowed to choose the response, e.g. in multiple-choice or true/false questions.

In constructing instruments of assessment, it is important to think carefully about the demand placed upon candidates by assessment questions and tasks. The level of the qualification must be kept in mind, e.g. similar tasks may exist at different levels, thus the instruments of assessment must accurately reflect the knowledge, understanding and skill requirements at each level.

The following table shows some commonly used instruments of assessment.

3. DEVELOPING ASSESSMENT INSTRUMENTS 53

ASSESSMENT INSTRUMENTS FREQUENTLY USED

Assessment instrument

Description

Self-assessment A questionnaire meant to assist the candidate answers the following questions: � I know; � I am able to do/to perform; � I can provide evidence of work results I produced in the past.

All these questions are related to the main aspects and features of the occupation as are described in the occupational profile.When devising the assessment instruments the developers decide the level of detail they require the candidate to approach.

Assignment An assignment is a problem-solving task with clear guidelines, structure and length. An assignment is more structured and less open-ended than a project. Candidates are given little choice of methodology or content.

Completion questions Candidates are required to supply the correct missing word(s) to complete a given statement.

Comprehension This is a set of questions based on a passage of text. The questions assess understanding of the meanings of words, phrases, technical terminology and of the passage overall.

Design activity Candidates are required to work from a design brief, research and investigate a design problem, and develop and evaluate a final solution.

Grid questions In grid questions candidates are given a series of related questions, with a series of possible responses presented in an accompanying grid. They are required to select the correct response for each question. Two different questions may have the same answer. Some responses will be plausible but incorrect.Grid questions provide an alternative to matching questions.

Matching questions Matching questions are a variant of multiple-choice, in which candidates are given two lists to match up: a set of words or statements and a set of responses.

Multiple choice questions

Candidates are presented with questions or incomplete statements, followed by four or five plausible answers, from which they have to select the correct one.

Oral (or personal) interview

This is a structured conversation, generally on a one-to-one basis, eliciting information directly from candidate. It is of particular use when evidence is required of process skills or experiential learning, and results may be recorded in questionnaire format.

Oral presentation Candidates are required to deliver a prepared talk, in the form of an address, a report or considered opinion. An oral presentation may be offered as an alternative to a written response of equivalent scope or may be used as an instrument of assessment in its own right.

Performance Candidates are required to demonstrate ability to perform work task in a particular context, encapsulating the skills, techniques, knowledge and understanding of the specialism.

Practical exercise A practical exercise requires candidates to display a range of practical skills. The assessment may be based on the end result of the activity (the product) or the carrying-out of the activity (the process) or a combination of both.

Project A project is a substantial piece of work in which candidates are required to carry out research, planning, problem solving and evaluating over an extended period of time. Some projects include a practical component. Projects are more comprehensive and open-ended than assignments and may be tackled individually or by a group of candidate. Many projects will involve candidates working without close supervision, but in the interests of authenticity, the levels of supervision required should be stated. A project generally culminates in a report, a work product or a combination of these.


The difficulty of individual questions and tasks can be affected by any one of the following features, or by the combined effect of several features. It is important to make sure that candidates are given every opportunity to demonstrate their achievements.

Assessment instrument

Description

Questionnaire A questionnaire is a structured written interview consisting of a set of questions relating to a particular area of performance. Unlike a personal interview, it is administered and judged under standard conditions.

Question paper This consists of a range of assessment items, which together assess a task or an outcome. Generally a question paper is used to assess a combination of knowledge, understanding and skills.

Short answer questions

This type of question requires candidates to provide a predetermined answer consisting of a few words. Such questions may also involve the use of numbers, diagrams and graphs as well as text. Although generally used to assess the recall of factual information, short answer questions can also be constructed to assess understanding and application of knowledge, for example numerical and mathematical concepts.

Structured questions Structured questions consist of a stem, which describes a situation, followed by a series of related questions. The stem may be text, a diagram, a picture, a video and so on.

True-false questions (alternative response)

In this type of question candidates are required to state whether a particular statement is true of false. They are generally used to assess the recall of information or the ability to discriminate.

FEATURES AFFECTING THE DIFFICULTY OF QUESTIONS/TASKS

Feature Description

Type of thinking required Questions/tasks generally become more difficult as they move from recall of knowledge into evidence of understanding; interpretation; evaluation; and analysis of information, ideas and concepts.

Abstractness of the language/subject matter

The difficulty of a question/task will be affected by the extent to which the language and/or subject matter is concrete or abstract.

Subject-specific terminology Subject-specific terminology will add to the demand of a question/task and should be used only if it is likely to be familiar to common candidates at the relevant level, and is necessary for an understanding of the topic. If possible the subject specific terminology should be avoided in assessing candidates for non-formal or informal learning.

Breadth of focus of the question/task

The focus of a question/task in relation to the subject matter can affect its difficulty. A sharply focused question will be easier than one which has a broader focus.

Accessibility of the language of the question/task

Instructions and wording of questions/tasks should be as simple, clear and accessible as possible at all levels, any ambiguous language and jargon must be avoided.

Clarity and consistency of wording

Candidates should be able to establish fairly quickly whether or not they can answer a question or complete a task, and how much they need to write or do to achieve a successful response

The wording of questions or the instructions for practical tasks and other activities must not create artificial barriers to candidates’ understanding of what is required of them. Any gender, cultural, racial or religious bias must also be avoided in instruments of assessment.

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ВАЛИДАЦИЯ НЕФОРМАЛЬНОГО И ИНФОРМАЛЬНОГО ОБУЧЕНИЯ В АРМЕНИИРУКОВОДСТВО ПО ОРГАНИЗАЦИИ И ОСУЩЕСТВЛЕНИЮ ПРОЦЕССА ОЦЕНИВАНИЯЭлизабета Митрой, Консультант ЕФОВВЕДЕНИЕ 56

1. ОБЩЕЕ ОПИСАНИЕ ОЦЕНИВАНИЯ 57

1.1 Определениеоценивания . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

1.2 Особенностиоценивания . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

1.3 Принципыоценивания . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58

1.4 Рольоценщика . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

1.5 Характеристикаоценщика . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

2. ПРОЦЕСС ОЦЕНИВАНИЯ 61

2.1 Введение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62

2.2 Планированиеоценивания . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62

2.3 Сборсвидетельств . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63

2.4 Рассмотрениесвидетельств . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64

2.5 Результатыоценивания . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65

2.6 Протоколированиерезультатовоценивания . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65

3. РАЗРАБОТКА ИНСТРУМЕНТОВ ОЦЕНИВАНИЯ 67

3.1 Спецификацияоценки:содержаниетребований . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67

3.2 Выбориразработкаинструментовоценки . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67

56 ВАЛИДАЦИЯНЕФОРМАЛЬНОГОИИНФОРМАЛЬНОГООБУЧЕНИЯВАРМЕНИИ

ВВЕДЕНИЕ

Цельданногоруководства–оказаниепомощивсозданиисистемывалидациинеформальногоиинформальногообучениявАрмении.Оноадресовановсемзаинтересованнымсторонамсферывалидациинеформальногоиинформальногообучения,вчастностикандидату1,оценщикуируководителюорганизации,ответственнойзаоценивание(далее–центроценки),которыедолжныиметьясноеиполноепредставлениеопроцессе.

Валидациянеформальногоиинформальногообучения(ВНИО)2–этоэтопроцессподтвержденияуполномоченныморганомфактадостиженияиндивидуумомрезультатовобучения,установленныхсоответствующимстандартом.ВНИОсостоитизследующихчетырехэтапов:

1. определениеопытаиндивидуумапосредствомдиалога,2. документированиеопытаиндивидуумадляихвизуализации,3. официальноеоцениваниеэтогоопыта,4. сертификациярезультатовоценивания,котораяможетпривестикчастичнойилиполнойквалификации.

Очевидно,чтооценивание–важнейшаясоставляющаяВНИОсточкизренияобеспечениядовериякпроцессу.Поэтомувовремявсегопроцессаоцениваниянужнообращатьособоевниманиенаприменениепринциповоценки.

1 Лицо,претендующеепосредствомоценкиполучитьпризнаниесвоихкомпетенцийикакрезультат–квалификацию.

2 Определениесогласно: ‘Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning’, Official Journal of the European Union, 2012/C 398/01, 2012.

57

1. ОБЩЕЕ ОПИСАНИЕ ОЦЕНИВАНИЯ

Втовремя,какблагодарямеждународнымкомпаниямтехнологииполучилиглобальноераспространение,конкурентоспособностьстранобусловленакомпетенциямирабочейсилы.Основноймеханизмполучениязнанийиумений–этосистемаформальногообразованияиобечения.Втожевремя,людиразвиваютсвоикомпетенциипосредствомтрудовойдеятельности,обучениянарабочемместе,вовремядосугаидругихпроцессов.

Оцениваниеимеетдвеосновныецели:

� подтвердить,чтоличностьприобрелазнание,опытикомпетенции,относящиесяккакому-либозанятиюиликвалификации,всвязисчемемуможетбытьвыданосвидетельствоилидиплом;

� определитьпробелызнанийилиуменийличности,чтодастейвозможностьпройтинеобходимоедополнительноеобучение.

Одинизсамыхважныхфакторов,способствующихобщественномупризнаниюквалификаций(обеспечениядовериякквалификации),-этокачествооценивания.Поэтомунеобходимо,чтобыпроцессоцениваниябылстрогим,ноодновременно–справедливым,чтобызадачи,порученныевпроцессеоценивания,соответствовалитребованиямсоответствующегообразовательного(квалификационного)стандартаилиописаниязанятия.

Согласноодномуизпринятыхопределений,квалификация–этоофициальноезаверение(свидетельство,диплом,степень)образовательныхдостижений,котороепризнаетрезультатывсехвидовобучения,втомчисле,удовлетворительноевыполнениенаборасоответствующихтрудовыхзадач.Квалификацияможеттакжебытьусловием,котороедолженудовлетворитьчеловек,чтобыбытьдопущеннымккакому-либозанятию,илидляпродвиженияврамкахэтогозанятияи/иливступлениявкакую-либопрограммудальнейшегообучения.

1.1 ОПРЕДЕЛЕНИЕ ОЦЕНИВАНИЯ

Оценивание – это процесс анализа соответствия свидетельств, подтверждающих знания, понимание (восприятие) и умения личности, критериям, установленным квалификационным стандартом (его профессиональными модулями) и/или описанием занятия.

Оценивание,котороевыполняетсянаразныхэтапахобучениявцеляхобеспеченияобратнойсвязиобуспеваемостикандидата,называетсятекущим.Оценивание,котороевыполняетсяпозавершениипрограммыобученияипредоставляетсвидетельства,необходимыедлясертификации,называетсяитоговым .

Итоговоеоцениваниепредоставляетличности,работодателям,образовательнымучреждениямиобществувцеломсвидетельстваодостиженияхданнойличности.Поэтомуитоговоеоцениваниедолжнобытьоснованоначеткихкритерияхзнаний,уменийикомпетенций,пользующихсядовериемобщества.

1.2 ОСОБЕННОСТИ ОЦЕНИВАНИЯ

Основныеособенностиоцениваниясвязаныснесколькимифакторами,такимикактребованияксвидетельствам;лица,осуществляющиеоценивание;организации,гдепроисходитоценивание;использованиепринципов;рамкаобеспечениякачества.

Основанность критериях

Вовремяоцениваниякомпетенцийкандидатыоцениваютсявсоответствиискритериямиисполнения,установленнымипрофессиональнойчастьюнациональногостандарта,чтосущественноотличаетсяотподходов,когдаучащиесяоцениваютсявсоответствиисобразовательнымвкладом,т.е.наоснованиинорм,относящимсякусредненныможидаемымрезультатам.


Основанность на свидетельствах

Оцениваниедолжнобытьоснованонадостаточных,действительных,подлинныхи‘передаваемых’свидетельствах,которыеотражаютуровенькачествапосравнениюстребованиями,установленнымиописаниемзанятияилипрофессиональнойчастьюстандартаквалификации.

Вовлеченность

Процессоцениванияподразумеваетактивноеучастиекаккандидата,такиоценщика.Первыйдолженподготовитьприемлемыесвидетельстваисполнения,авторойдолженспособствоватьэтомуиобеспечиватьконструктивнуюобратнуюсвязьврамкахвсегопроцесса.

Независимость от процесса образования

Свидетельстваисполнениясобираются,исужденияонихделаютсянезависимоотпроцессаобучения.Тоестьдляпроцессаоцениванияневажно,какоеобучениепрошелкандидатдомоментаоценивания.Кандидатответственензаподготовкусвидетельствкомпетенций,аоценщик–запланированиеиорганизациюдействийкандидата,формулировкузаданий(задач),необходимыхдлядемонстрациикомпетенций.

Еслиучебныйпроцесс–этонепрерывнаясовокупность(континуум)действий,нацеленныхнадостижениерезультатовобучения,топроцессоцениваниясостоитизединовременных(дискретных)действий,производимыхсцельюсозданияирассмотрениясвидетельствналичиянеобходимыхзнаний(посредствомписьменныхилиустныхэкзаменов)и/илирезультатовработы(посредствомпрямогонаблюденияпроизводимыхтрудовыхдействий,осуществленияпроектов,практическойдемонстрации,созданияпортфолио).

Окончательное решение, принятое в результате оценивания: ‘компетентен’ или ‘пока еще не компетентен’

Несмотрянато,чтоработакандидата,проделаннаяврамкахпроцессаоценивания,можетполучитьопределенныебаллыпозаранееустановленнойшкале,окончательноерешение,принятоеврезультатеоценивания,должнобыть:«компетентен»или«пока еще не компетентен».Кандидатнеможетбытьоцененкак,например,«компетентен наполовину» .

Оцениваниеможетосуществлятьсякакнаоснованиисоответствующегоквалификационногостандарта,такиописаниязанятия.Впервомслучаепроверяютсякомпетенциисточкизренияудовлетворениятребованийпрофессиональныхмодулейстандарта,авовторомслучае–сточкизренияумениявыполнениятрудовыхзадач.

Поэтомунеобходимо,чтобыописаниезанятияоределялочеткиетрудовыезадачи(исоответствующиеимпрофессиональныекомпетенции),которыевозможнооценитьипризнатьнезависимодруготдруга.

1.3 ПРИНЦИПЫ ОЦЕНИВАНИЯ

Длятого,чтобысистемаоцениваниядостигласвоихцелей,онадолжнабытьосновананаследующихпринципах:

� действительность, � объективность, � функциональностьиэффективность, � убедительность, � гибкость.

Действительность

Каждыйметодоценивания,будьтоопросныйлистилиописаниеподлежащеговыполнениюпроекта,долженбытьпостроентак,чтобыкандидатубылапредоставленавозможностьсоздать(продемонстрировать)свидетельствапонимания,знанийиумений,необходимыхдляполученияквалификации.Иначеговоря,оцениваниедолжнодействительнымобразом“измерять”выполнениепосравнениюсоспецификациями,установленнымиописаниемзанятияилирезультатамиобучения,предусмотреннымистандартом.

1.ОБЩЕЕОПИСАНИЕОЦЕНИВАНИЯ59

Инструментоцениваниядействителен,еслион:

� соответствуетцели(например,дляопределенияпрактическихуменийиспользуетсяпрактическоеоценивание);

� обеспечиваетполныхохваттребованийописаниязанятияи/иликвалификационногостандарта; � предоставляеткандидатувозможностьпродемонстрироватьдостаточныесвидетельствавсехосновныхуменийизнаний,установленныхквалификационнымстандартом;

� создаетсвидетельствавыполнения,которыеизмеримыпосравнениюсрезультатами,установленнымиописаниемданногозанятия;

� способствуетпринятиюобъективныхрешенийокомпетенцияхличностисосторонывсехоценщиков; � доступенвсемтем,ктоимеетпотенциальнуювозможностьбытьоцененным.

Объективность

Объективностьоцениванияобеспеченавтомслучае,когдавсеоценщикивразныхслучаяхпринимаютидентичныерешенияовсехкандидатах.

Решения,принятыеврезультатеоценивания,объективны,еслиони:

� основанынасвидетельстве,созданномпосредствомприменениядействительногоинструментаоценивания,всоответствиисчеткоустановленнымикритериямисполнения;

� идентичнывразныхситуациях,контекстахивслучаелюбогооценщика,использующегоодинитотжеинструментоцениванияпоотношениюккандидату;

� неизменнывтечениевремени; � основанынатакихсвидетельствах,которыесозданывидентичных(единых)условияхоценивания(например:пользуяськнигами,безиспользованиякниг,подконтролемит.д);

� основанонасвидетельствах,связанныхсреальнойработойоцениваемогокандидата.

Функциональность и эффективность

Длятого,чтобыоцениваниебылофункциональнымиэффективным,онодолжнобытьобусловленоимеющимисяресурсами,физическимиусловиямиифакторомвремени.Обычно,спецификации,установленныевописаниизанятия,посвоейсутистрогопрактичны,икандидатыдолжныоцениватьсяпривыполненииименноэтихдействий.Однакопрактическоеоценивание,котороетребуетустановкиоборудованияи/илисырьявбольшомобъеме,расходныхматериаловилимноговремени,можетвызватьнеобоснованныетребованиякоценщикамикандидатам.

Убедительность

Длятого,чтобыоцениваниеирешение,принятоевегорезультате,былиубедительными,онодолжнопользоватьсядовериемобщества.

Гибкость

Длятого,чтобыоцениваниебылогибким,онодолжнооблегчитьвхождениевэтотпроцессидальнейшийпрогресс,однако,безотклоненийоттребованийквалификационныхстандартов.

1.4 РОЛЬ ОЦЕНЩИКА

Оценщикответственензаоцениваниекомпетенцийкандидатов.Егообязанностивключают:

� ознакомление кандидатов с процессом оценивания: � объяснитьособенностиописаниязанятияиквалификационногостандарта; � подробнопредставитьпроцессоценивания; � пояснитьнеобходимостьсамооценкииспособыееосуществления;

� планирование оценивания: � идeнтифицироватьвозможностиэффективногосборасвидетельств; � обеспечить,чтобыоцениваниеосуществлялосьвсоответствиистребованиямиописаниязанятияи/илистандарта;

� вовлечькандидатоввпроцессихоценивания; � сбор свидетельств:

� использоватьразныеметодыоценивания;


� проверка свидетельств: � проверить,соответствуютлисвидетельстваустановленнымпоотношениюкнимтребованиям; � проверить,удовлетворяютлисвидетельстватребованиям,установленнымописаниемзанятияи/иликвалификационнымстандартом;

� принятие решений: � решить,удовлетворенылитребованияописаниязанятияи/иликвалификационногостандарта; � обеспечитьобратнуюсвязьскандидатами;

� протоколировать/документировать оценивание: � обеспечитьпротоколированиерешенийоценивания;

� заботиться об организационных вопросах: � обеспечитькачествопроцессаоценивания; � следитьзапрогрессомкандидатов; � приводитьформулировкирешенияоцениваниякустановленномувиду.

Оценщикдолженбытьлицом,имеющимопытсоответствующегозанятияивпериодосуществленияоцениванияработающимвданнойотрасли,атакжепрошедшимобучениепооцениванию.Выгоднымикандидатаминарольоценщикамогутбытьпреподавателипрофессиональныхучебныхзаведений,которыедоначалапедагогическойдеятельностизначительноевремяработаливданнойотрасликакспециалисты.Комбинацияихпрофессиональныхипедагогическихкомпетенцийможетрассматриватьсякаксильнаясторонасточкизренияпроведенияоценки.Оченьважно,однако,чтобыоценщикинеоценивалитех,комуоникогда-либопреподавали,чтобыобеспечивалосьчеткоеразделениеобученияиоценивания.

Важно,чтобывцентреоценкиналичествоваливсересурсы,необходимыедляпродуктивнойработыоценщиков(оборудование,материалы,время).

1.5 ХАРАКТЕРИСТИКА ОЦЕНЩИКА

Центроценкинесетответственностьзавовлечениевпроцессоцениваниякомпетентныхоценщиков,атакжезаихнепрерывноепрофессиональноеразвитиеиобеспечениенеобходимогосодействия.

Выделяютсяследующие,равностепенноважныетребованиякоценщику:

� удовлетворениетребованийкрегламентуоценивания; � соответствующаясовременнаяпрофессиональнаябаза,чтопозволитоценщикурешитьнасамомлиделесвидетельствакандидатовудовлетворяюттребованиямописанияданногозанятияиликвалификационногостандарта.Оценщикинесутответственностьзаобеспечениеактуальностисобственныхпрофессиональныхзнаний;

� знаниеипониманиеописаниязанятияиликвалификационногостандартасцельюсодействияипредоставленияконсультациикандидатам;

� умениеведенияпротоколовизнаниесистемыобеспечениякачества.

Оценщикидолжныиметьтакиеиндивидуальныекачества,которыепозволятимпостроитьхорошиерабочиеотношенияскандидатами,одновременноосуществляяконтрольнаднимииобеспечиваяобратнуюсвязь.

Центроценкидолжениметьчеткуюпрограммуидентификациииудовлетворенияпотребностейразвитияоценщиков.

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2. ПРОЦЕСС ОЦЕНИВАНИЯ

Какбылоотмеченовыше,оценивание–этопроцесссбораианализасвидетельствсоответствиязнаний,пониманияиуменийличностикритериям,установленнымпрофессиональнымимодулямиквалификационногостандартаи/илиописаниязанятия.Оценщикимогутпроизводитьэтидействия,применяязаранееразработанныеиапробированныеинструментыоценки.

Есликандидаты,создаваясвидетельствасвоихкомпетенций,доказывают,чтоониудовлетворяюттребованиям,установленнымописаниемзанятияи/иликвалификационногостандарта,тоимприсваиваетсясоответствующаяквалификация.Еслионинеудовлетворяютэтимтребованиямилиудовлетворяютимлишьчастично,тоонидолжныусовершенствоватьсвоизнанияиуменияиобратитьсядляповторнойоценки.

Профессинальноесообщество–практическиеработники,работодатели,представителипрофсоюзов–могутрешить,чтокандидатможетполучитьпризнаниетолькопокакой-либочастиквалификации,икакаяэтачасть.Соответственно,кандидатможетполучитьсвидетельствоочастичнойквалификации.

Кпроцессуоцениваниядолжнабытьпримененасистемавнутреннегоконтролякачества,чтоявляетсяважнойсоставляющейрамкиобеспечениякачества.Цельвнутреннегообеспечениякачества–гарантировать,чтобыоценщикипринималинадлежащиерешенияпорезультатамоценкисогласнокритериямоценки,установленнымописаниемзанятияи/иликвалификационнымстандартом.

Следуянижеприведеннымшагам,можногарантироватьэффективностьпроцессовоценкиивнутреннегообеспечениякачества.

Ознакомитьсяссодержаниемописаниязанятияипрофессиональнойчастьюквалификационногостандарта

Выбратьиразработатьинструментыоценивания

Апробироватьиутвердитьинструментыоценивания

Совместноскандидатомзапланироватьоценивание

Собратьиоценитьсвидетельствакандидата

Запротоколироватьрешенияоценивания

Осуществитьвнутреннийконтролькачестварешенийоценивания


Компетенция–способностьприменениязнаний,понимания,практическихиинтеллектуальныхуменийсцельюобеспеченияэффективногоисполнительства,требуемогоописаниемзанятияи/иликвалификационнымстандартом.Онапредполагаетрешениезадачипроявлениенеобходимойгибкостидляпревращенияуменийипониманияврезультатыисполнительствавцеляхудовлетворенияизменяющихсятребований.

Применениеумений,знанийипонимания–ключевойэлементобученияиоценки,основанныхнакомпетенциях.Кандидатыдолжныпродемонстрировать,чтоонимогутуспешноивсоответствиистребованиямиприменятьто,чемунаучилисьнарабочемместе.Следовательно,кандидатыдолжныиметьдостаточнуювозможностьприменятьнапрактикето,чемуобучались.

Такимобразом,оценщикдолженосуществитьофициальноеоцениваниекандидата,чтобысделатьсуждениеоследующем:

� имеетликандидаттребуемыезнанияипониманиеиможетлиупотребитьих; � можетликандидатрегулярнопроявлятьнеобходимоеисполнительствовопределенныйпериодвременииприопределенныхобстоятельствах;

� удовлетворяетликандидатвсемтребованиямописаниязанятияиквалификационногостандарта; � компетентенликандидатвданныймомент.

Нижерассматриваютсяхарактерсвидетельствпрофессиональнойквалификацииито,каконидолжныоцениватьсяврамкахследующих6-иэтаповпроцессаоценивания:

� введениеисамооценка; � планированиеоценивания; � сборсвидетельств; � рассмотрениесвидетельств(иобеспечениетекущейобратнойсвязи); � принятиерешенияпорезультатамоценки(иобеспечениеитоговойобратнойсвязи); � протоколирование/документированиеоценки.

2.1 ВВЕДЕНИЕ

Оченьважно,чтобыпреимуществаналичияквалификациибылибыразъясненыкандидатуприпервойжевозможности,мотивируяихстремитьсякприобретениюэтойквалификации.

Качественноевведениеможетпомочькандидатамсуверенностьювзятьнасебяответственностьзапрохождениепроцессаоценивания.Поэтомуважно,чтобыинформацияиконсультация,предоставленныевходевведения,соответствовалипотребностямкандидата,ичтобыпоследниеполучилидостаточновремениипоощрялисьзадаватьвопросы.

Введениеможетспособствовать:

� разъяснениютребованийицелейпроцессаоценивания; � разъяснениютого,какиепрофессиональныекомпетенциитребуются,икаконисформулированывописаниизанятияи/иливквалификационномстандарте;

� разъяснениютребованийинеобходимостисамооценки; � разъяснениюролииответственностикандидатаидругихлиц,вовлеченныхвпроцессоценивания; � выявлениювозможностейпризнанияимеющихсянаданныймоментзнанийиумений; � выявлениюпотенциалакандидатапроходитьдальнейшееобучениеисовершенствоваться.

2.2 ПЛАНИРОВАНИЕ ОЦЕНИВАНИЯ

Совместноепланированиеоцениванияоценщикомикандидатом–важнейшаячастьвсегопроцессаоценивания.

Планированиепомогает:

� идентифицироватьвозможностиэффективногоирезультативногосборасвидетельств; � идентифицироватьтесвидетельства,которыемогутбытьпримененыдляболеечемодногорезультатаобученияиболеечемодногомодуля;

� обеспечитьдействительность,объективность,достаточность,актуальностьиподлинностьсвидетельств; � вовлечькандидатавпроцесссвоегожеоценивания.

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Сборсвидетельствиинструменты(методы)оценивания,предусмотренныепланомоценивания,должныбытьповозможностирезультативнымииэффективнымисточкизрениязатрат.Оценщикикандидатдолжнысовместнопланироватькакдовестиобъемтребуемыхсвидетельствдовозможногоминимума,удовлетворив,однако,всемтребованиям.

Планированиеоценивания–обычнодействие,производимоеоценщикомииндивидуальнымкандидатом,ноприбольшомчислекандидатовономожетпроизводитьсяигрупповымметодом.

Входепланированияобязанностямиоценщикаявляются:

� обсудитьскандидатом,ктоможетбытьвовлеченвэтотпроцесс(мастерапроизводственногообучения,руководителицентраоценки,непосредственныеруководителикандидатасместаегоработыидр.);

� идентифицироватьформыиобъемсвидетельств; � определитьсоответствующиеинструментыиметодыоценки; � идентифицироватьнаилучшиеспособысборасвидетельств; � планироватьрассмотрениесвидетельств,представленныхкандидатом,иобеспечениеобратнойсвязи.

Обязанностямикандидатаявляются:

� определить,когдаонбудетготовкоцениванию, � провестисамооценкуиофициальнообратитьсядляоценивания, � обсудитьисогласоватьпланоцениваниясоценщиками, � идентифицироватьвариантысборасвидетельств, � провестиусловноерассмотрениесвоихсвидетельств, � решить,какдолжныпредставлятьсясвидетельства, � выявитьнедочетывпланесвоегооценивания, � идентифицироватьнаиболеецелесообразныеметодыосуществленияпланасвоегоусовершенствования.

Вовлеченностькандидатавпланированиесвоегооцениванияможетмотивироватьеговзятьнасебеответственностьзасвоеобучение,однакопланированиенедолжносоздаватьнепреодолимыхпрепятствийнапутикобъективномуоцениванию.

Системныйподходкпланированиюобеспечиваетсоответствиесборасвидетельствипроведенияоценкиустановленнымтребованиям.Припланированииоценщикимогутосуществлятьследующиешаги:

� Шаг 1.идентифицироватьтесвидетельства,которыекандидат,возможно,ужесоздал,иопределить,какимтребованиямониудовлетворяют;

� Шаг 2.проверить,длякакихаспектовкомпетенцийформыпредставлениясвидетельствчеткоибезальтернативноопределены,например:длякакихаспектовдолжнобытьосуществленонепосредственноенаблюдениетрудовыхдействий;

� Шаг 3.идентифицировать,свидетельствакакихрезультатовобученияикритериеввыполнениянемогутбытьполученыпосредствомнаблюденийнарабочемместе,изапланироватьальтернативныеметодыихсбора;

� Шаг 4.идентифицировать,вкакихслучаяхсвидетельствамогутбытьполученысместаработы(впроцессеработы)кандидата;

� Шаг 5.определить,вкакихслучаяхмогутбытьиспользованысвидетельства,ужепроизведенныеврезультатедругихпроцессовоценивания(например:имеющиесясертификатыилирезультатытестирования);

� Шаг 6.определитьдругиеформыоценивания,необходимыедляполногоохвататребований.

Ограниченийиспользованияметодовоцениваниянетакмного,однаковслучаеприменения,например,симуляции,ониимеются.Хотясимуляциядаетвозможностькандидатамразвиватьсвоипрактическиеуменияиявляетсяхорошимсредствомтекущегооцениванияиобеспеченияобратнойсвязи,впроцессеоцениванияонадолжнаотражатьреальныетрудовыедействиявреальныхрабочихусловиях.Всетипысимуляциидолжныобеспечитьдействительноеиобъективноеоцениваниесогласноустановленнымтребованиям.

2.3 СБОР СВИДЕТЕЛЬСТВСвидетельствамогутиметьразличныеформыибратьсяизразныхисточников.Обычноодногосвидетельствабываетнедостаточнодляпризнаниякакой-либо,требуемойпрофессиональнойквалификацией,даже“небольшой”компетенции.Напрактикесобираетсямножествосвидетельств,частькоторыхвдальнейшемможетбытьотброшенавслучаепоявленияболееубедительныхсвидетельств.

Различаютсвидетельстваисполнительстваисвидетельствазнаний.


Свидетельства исполнительства

� Результатработыкандидата:предметы,которыеонизготовилилинадкоторымионработал,илидокументы,произведенныеврезультатеработыкандидата.Свидетельствоможетбытьвформесобственнопредметаилиегоописания,иливвидеегофотографииит.д.

� Наблюдениеработыкандидата:наблюдениязадействиямикандидатаилизапроцессами,происходящимисегоучастием,демонстрирующимиегокомпетенции.Могутбтьвформепротоколов,аудио-иливидеозаписейнаблюденийоценщикови/илинаблюдателей.

Желательнособратькакможнобольшесвидетельствпосредствомнаблюденийнарабочемместекандидата.Такиесвидетельстваособенноценны,таккакотражаютисполнительствокандидатавреальныхрабочихусловиях.Наблюдениядолжныпроводитьсяповозможностинезаметнои“осторожно”,безвмешательствавдействиякандидатаиненарушаяих(заисключениемслучаев,когдапоявляетсяугрозаопасности).

Протоколыонаблюденияхиихрезультатахподписываютоценщик(и)икандидат,ионихранятсявпортфолио,какчастьпакетасвидетельств.

Свидетельства знаний

Знания,пониманиеисвязанныеснимикогнитивныеумения–частькомпетентногоисполнительства,анечто-то,независимоеотних.Свидетельствазнанийипониманиякандидатамогутбытьполученыпосредствомписьменныхилиустныхтестов,неформальногоопросаипрямыхнаблюденийилирассмотренияпродукции.

Говоря“знание”,понимаютосведомленностькандидатаотом,чтодолжнобытьсделано,какдолжнобытьсделано,почемудолжнобытьсделано,икакнадопоступить,еслиизменятсяобстоятельства.

Этовключает:

� знаниефактовипроцедур; � пониманиепринциповитеорий; � способыприменениязнанийдлякомпетентногоисполнительства.

Свидетельствазнанийценнытакжевтехслучаях,когданевозможнополучитьсвидетельстваисполнительства,например,чтобывыяснитьсможетликандидатадаптироватьсяипродемонстрироватьнеобходимоеисполнительствоприизменениисредыиусловий,удовлетворитьновымтребованиям,решитьпорученныезадачи.

Свидетельствазнанийдолжнысобиратьсявсоответствиистребованиямикзнаниямипониманию,установленнымиописаниемзанятияиликвалификационногостандарта.Хотяисполнительство(будьтонарабочемместеилипосредствомсимуляции)такжеобеспечиваетопределенныесвидетельствазнаний,ононеможетбытьдоказательствомналичиявсеготребуемогообъемазнаний.

Врезультатедемонстрацииопределенныхзнанийнельзяделатьзаключенияоналичиитакжедругихнеобходимыхзнаний.Целесообразнымиэффективнымспособомпроверкизнанийявляетсяопрос,которыйможетосуществляться,вчастности,нарабочемместеилиприсимуляции.Оценщики,исходяизустановленныхтребований,определяютнаиболееэффективныеформысвидетельствзнаний(письменноеилиустноетестирование,опрос,интервьюидр.)испособыихсбора.

2.4 РАССМОТРЕНИЕ СВИДЕТЕЛЬСТВ

Дотого,какпредставитьсвидетельстванаоценивание,онидолжныбытьсобраныввидепортфолио.Затемоценщиксравнваетэтисвидетельствасустановленнымитребованиямииделаетсужденияотом,удовлетворенылипоследние.

Оцениваясвидетельства,оценщикдолженследить,чтобыудовлетворялисьследующие6требований.

1. Свидетельстводействительно,т.е.соответствуетрезультатуописаниязанятияиликвалификационногостандарта.

2. Свидетельствоактуально,т.е.кандидатможетвыполнитьдействиевданныймомент.3. Свидетельствоподлинно,т.е.созданосамимкандидатом.4. Свидетельствоотноситсякдействиям,регулярновыполняемымвопределенныйпериодвремени.

2.ПРОЦЕССОЦЕНИВАНИЯ65

5. Естьдостаточносвидетельствдляпокрытиявсегообъематребований.Свидетельствасобраныпокрайнеймереиз3-ехисточников–наблюдение,результатработы,письменныйилиустныйопрос.

6. Какой-либодругойоценщикпринялбытакоежерешение,т.е.оценкаобъективна.

Ниодинизкритериевоценкинедолженрассматриватьсянезависимоотостальных,таккакэтоможетпривестикискусственнойфрагментацииисполнительстваинебудетсвидетельствоватьотом,чтокандидатполностьюсоответствуетвсемтребованиям.

Иногдасложновыяснить,являетсяликакой-либо“продукт”результатомработыискличительноданногокандидата,например,когдапредъявляетсянекийматериалвписьменнойформе.Кандидатможетпытатьсяпредставитьчужуюработуотсвоегоимени.Внекоторыхслучаяхбываетнепростоидентифицироватьвкладкандидатаврезультатработы,выполненнойвкоманде.Вэтомслучаемогутпомочьутверждениядругихучастниковилисвидетелей.

Оценщиквсегдадолженпроводитьустныйопрос,чтобыубедиться,чтопредъявленноесвидетельствоявляетсяподлинным.Есливозникаютподозрения,укандидатамогутбытьпотербованыдополнительныесвидетельства.

Вконцеэтогопроцессаоценщикиинформируюткандидатаотом,являютсялипредъявленныесвидетельствадостаточнымивкачественномиколичественномотношении.Затемделаютсясоответствующиезаписивпротоколе,гдеотмечаетсятакже,чтоукандидатабылипотребованыдополнительныесвидетельства,еслипредъявленныебылинедостаточны.

2.5 РЕЗУЛЬТАТЫ ОЦЕНИВАНИЯ

Вотношениикандидатапринимаетсярешение‘компетентен’или‘покаещенекомпетентен.Кандидаткомпетентен,еслиналичествуютдостаточныесвидетельстваегоисполнительства,знанийипонимания,которыедемонстрируют,чтокандидатможетобеспечитьсистематическоеисполнительство,удовлетворяющеетребованиямописаниязанятияиликвалификационногостандарта,вобычных(нормальных)условиях,атакжевразличныхконтекстах,предусмотренныхеготрудовойролью.

Этотпроцессможетосуществлятьсядляотдельныхсферзадач,предусмотренныхописаниемзанятия,илидляотдельныхмодулейквалификационногостандарта,иповторятьсястолькораз,скольконеобходимодляудовлетворениятребованийвсехсферзадачилимодулей.

2.6 ПРОТОКОЛИРОВАНИЕ РЕЗУЛЬТАТОВ ОЦЕНИВАНИЯ

Необходимосоздатьнадлежащуюсистемурегистрациирезультатовоценивания,котораястанетосновойдлядальнейшейсертификациикандидатов(присвоениеимквалификации).Этасистемапозволиттакжевслучаенеобходимостипроконтролироватьлюбойпроцесс.Длявсехзаинтересованныхсторондолжныбытьдоступныследующиесведения:

� ктокандидатиктооценщик(и); � кточтооценивал,какиеметодыоцениваниябылиприменены; � когдабылопроведенооценивание; � какиесвидетельствабылипредъявлены,иоднозначнолионисвязаныскандидатом; � какоебылоприняторешение.

Накаждогокандидатацентроценкидолженвестипротоколы,которыедолжныотражать:чтооценивалось,когдаикем.Протоколыдолжныбытьподписаныкандидатом,оценщикомилицом,ответственнымзаобеспечениекачества.

Припротоколированиирезультатовоценкинеобходимопомнить,чтоцельоценивания–сертификация(присвоениеквалификации).

Дляобеспеченияэффективностипротоколов,онидолжныудовлетворятьследующимтребованиям.

� Проверяемость:послепринятиярешенияоценщиками,лица,ответственныезаобеспечениекачества,проверяютзаписи,сделанныедлякаждогокандидата.Записидолжныбытьдоступныиразборчивы,должнысодержатьвсютребуемуюинформацию.


� Согласованность:гармоничныеивзаимосогласованныезаписивместескачествомоцениванияобеспечиваютсоблюдениепринятыхединыхкритериеввсемизаинтересованнымилицами.

� Гибкость:неформальноеиинформальноеобучениеимеетместонаразныхэтапахжизникандидата,поэтомупротокольныедокументыдолжныбытьдостаточногибкими,чтобыотражатьразныеситуацииибытьприменимыповозможностидлябольшегочислалюдей.Одновременно,документыдолжныобеспечитьобъективноеисправедливоеоцениваниевсехкандидатов.

� Ясность:документыпротоколированиярезультатовоцениваниядолжныбытьразработанывсоответствиисописаниемзанятияиквалификационнымстандартоминедолжнысодержатьникакихдополнительныхтребованийккандидату,оценщикуилицу,ответственномузаобеспечениекачества.

� Известность:чемлучшекандидатиоценщикбудутзнакомыскритериямиоцениванияисистемойпротоколирования,темвероятнее,чтопредставленныесвидетельствабудутдействительными,аоценивание–объективным.

Приведеннаянижесхемапредставляетпринциппротоколированияпроцессаоценивания.

EXAMPLE OF THE RECORDS USED IN THE ASSESSMENT PROCESS

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3. РАЗРАБОТКА ИНСТРУМЕНТОВ ОЦЕНИВАНИЯ

Компонентамипроцессаоценкиявляютсясоздание,сборирассмотрениесвидетельствисполнительствакандидатасточкизренияудовлетворенияустановленнымкритериям.

Оценкавключаетвсебянаблюдения,рассмотрение“продукции”,устныеилиписьменныеопросы.Всеметодыоценкипринадлежаткодномуилинесколькимизприведенныхнижетипов.

� Наблюдениеозначаетслежениезапроцессомдействийкандидата(будьтореальнаяработаилисимуляция).

� Рассмотрение “продукции”означаетдоскональноеизучениетого,чтокандидатприготовилилипроизвелдоиливпроцессеоценки.

� Опросозначаетзадаватькандидатувопросы,накоторыеонможетответитьустноилиписьменно.Вопросымогутбытьсвязанысдействиями,описаннымиврезультатахобучения(чтобыубедиться,чтокандидатпонимает,почемуосуществляетэтидействия),илипроверяютспособностикандидатаработатьвдругомконтексте.Опросявляетсятакжеважнымсредствомсозданиясвидетельствзнанийипонимания.

Инструментыоценкидолжныбытьразработаныиапробированывысококвалифицированнымиспациалистамиприподдержкепреподавателей,имеющихбольшойопытработывданнойобласти.

Дотого,какбытьиспользованными,всематериалыдолжныпройтиконтролькачестваибытьзавереныорганом,ответственнымзасертификацию(например,Министерствообразованияинауки,Торгово-промышленнаяпалатаит.д.).

3.1 СПЕЦИФИКАЦИЯ ОЦЕНКИ: СОДЕРЖАНИЕ ТРЕБОВАНИЙ

Важнымэлементомдействительнойиобъективнойоценкиявляетсязнаниетребований,установленныхпрофессиональнымимодулямиквалификационныхстандартови/илиописаниемзанятия.

Формулировкарезультатовобучениядаетценнуюинформациюотом,какиеметодыоценкидолжныприменяться.Например,еслинекийрезультатобученияопределяет,чтовслучаеегодостиженияобучающийся‘можетприготовить/создатьтакую-товещь’,тоочевидно,чтоприоцениваниикандидатдолженпродемонстрироватьданнуювещьилипроцессееизготовления.Еслижерезультатобученияопределяет,чтообучающийся‘можетописатьнечто’,тометодомоценкибудетписьменноеилиустноетестирование.

Есликвалификационныестандартыотсутствуют,тооценщикидолжныосновыватьсянакритерияхвыполнения,установленныхописаниемзанятия,илиразработатьихсами,еслитаковыенеустановлены.Этикритериидолжныотражатьиописывать:

� результатыработы,которыеожидаютсяоткомпетентнойличности; � критерииобеспечениякачествавпроцессевыполнения; � знания,требуемыедлякаждойизсфер,определенныхописаниемзанятия.

Исходяизэтихкритериев,разработчикиинструментовоценкиопределяттребования,предъявляемыексвидетельствам,т.е.тип,качество,количествосвидетельств,авнекоторыхслучаях–ограниченияметодовпредставлениясвидетельств(например,использованиесимуляции).

3.2 ВЫБОР И РАЗРАБОТКА ИНСТРУМЕНТОВ ОЦЕНКИ

Привыборенаиболеецелесообразногоинструментаоцениваниянадопомнить,чтоондолжен:

� бытьцелевым(например,еслитребуетсядемонстрацияпрактическихумений,тодолжнаприменятьсяпрактическаяоценка);


� предоставлятькандидатувозможностьсозданиядостаточныхсвидетельствзнаний,пониманиеиумений,требуемыхописаниемзанятияиликвалификационногостандарта,атакжеобеспечиватьполныйохватвсехрезультатовобучения,критериеввыполненияисодержаниевцелом;

� способствоватьсозданиютакихсвидетельств,которыебудутизмеримывсоответствиискритериямикачества,установленнымиописаниемзанятия;

� помочьвсемоценщикамприниматьобъективныеиидентичныерешенияприиспользованииоднихитехжеинструментов.

Вдополнениекуказаннымвышефакторамдействительностииобъективности,инструментыоцениваниядолжнынаилучшимобразомиспользоватьимеющиесяресурсы,обеспечиватьобщественноедовериекоценке,способствоватьэффективномуобучениюиоблегчитьдоступкучастиювпроцессеоценивания.

Разрабатываяинструментыоценки,важнообратитьсерьезноевниманиенато,какиетребованияставятвопросыизаданияккандидатам,соответствуютлиониданномууровнюквалификации(выполнениеодногоитогожетипазаданийможеттребоватьразличныхуровнейквалификации),т.е.инструментыоценкидолжнычеткоотражатьзнания,пониманиеиумения,требуемыедлякаждогоуровня.

Существуетмножествоинструментовоценивания.Даннаятаблицапредставляетсамыераспространенныеизних.

Инструмент оценки Описание

Самооценка Вопросник,которыйпозволяеткандидатуответитьнаследующиевопросы: � чтоязнаю? � чтояумеюделать/выполнять? � какиесвидетельстварезультатоввыполненнойранееработыямогупредъявить?

Всевопросыотносятсякразнымаспектамиособенностямописаниязанятия,какэтоприведеновописаниизанятия.Разработчикиэтогоинструментаоценкирешают,насколькоподробнокандидатдолженотвечатьнавопросы.

Задание Задание–этопоручениевыполнитькакую-либозадачусчеткимиинструкциями,структуройидлительностью.Заданиеболееструктурированоименеесвободно,чемпроект.Кандидатампредоставляетсядовольноограниченныйвыборсточкизренияметодологииисодержания.

Вопросы на заполнение

Кандидатвпредложенномутверждениидолжензаполнитьпропущенныеслова(фразы,предложенияит.д.).

Понимание Вопросыкзаданномутексту,ответынакоторыеоцениваютпониманиекандидатомслов,выражений,профессиональнойтерминологии.

Закрытые вопросы

Требуетсяизпредложенныхответовнавопросвыбратьправильный.Некоторыевариантыответовмогутказатьсяобоснованными,нобытьнеправильными.

Соответствие вопросов и ответов

Нужнонайтисоответствиемеждувопросамииответамиизприведенныхсписков.

Устное (индивидуальное) интервьюирование

Этоструктурированноесобеседование(обычнолицомклицу)дляполучениясведенийнепосредственнооткандидата.Этотинструментособенноприменим,когдатребуютсясвидетельстваосведомленностикандидатаопроцессахилисвидетельстваэмпирическогообучения.Ответымогутпротоколироватьсяввидеанкеты.

Устная презентация

Откандидататребуетсяпредставитьзаранееподготовленнуюречьвформеобращения,докладаиливыражениямнения.Устнаяпрезентацияможетбытьиспользованакакальтернативаписьменномуответуиликаксамостоятельныйметод(когда,например,надооценитьсобственноустнуюречькандидата).

Исполнение Откандидататребуетсяпоказатьвыполнениекакой-либотрудовойзадачивопределенныхусловиях,продемонстрировавприэтомпрофессиональныеумения,технику,знанияипонимание.

Практическое задание

Откандидататребуетсяпродемонстрироватьрядпрактическихумений.Оцениваниеможетпроизводитьсянаоснованиирезультатовдействий(продукции),процессадействийилиихкомбинации.

3.РАЗРАБОТКАИНСТРУМЕНТОВОЦЕНИВАНИЯ69

Сложностьиндивидуальныхопросовизаданийможетбытьобусловленавоздействиемприведенныхнижеособенностейилиихкомплексом.Поэтомудлякандидатадолжныбытьсозданывсевозможностипредставленияегодостижений.

Проект Проекттребуетзначительногообъемаработы.Вегорамкахкандидатыдолжнывтечениеопределенноевремяпровестиисследованияипланирование,решитьзадачиисделатьоценку.Некоторыепроектысодержатпрактическуюсоставляющую.Проектыносятболееобъемлющийитворческийхарактер,чемзадания,имогутосуществлятьсякаквиндивидуальномпорядке,такивкоманде.Хотяпроектымогутвыполнятьсябезнепосредственногоконтроля,однаковинтересахобеспеченияобъективностисохранениенекоторойстепениконтролянеобходимо.Обычно,кульминацияпроекта–этодоклад,продукцияилиихкомбинация.

Вопросник Спомощьювопросника,посути,осуществляетсяструктурированноеписьменноеинтервью,котороекасаетсяопределеннойсферыисполнительства.Вотличиеотиндивидуальногоинтервью,этотметодосуществляетсяирассматриваетсявстандартныхусловиях.

Вопросы, требующие кратких ответов

Вопросытакоготипатребуютзаранеесформулированныхответов,состоящихизнесколькихслов,имогутсодержатьтакжецифры,диаграммы,графикиит.д.Хотяэтивопросывпервуюочередьпредназначеныдляпроверкиостаточныхзнаний,однакомогутбытьиспользованытакжедляоценкиспособностиприменениязнаний,например,математическихпонятий.

Структурированные вопросы

Стерженьструктурированныхвопросов–этоописаниекакой-либоситуации,которомуследуетрядвопросов,связанныхсней.Этоописаниеможетсодержатьтекст,графики,изображения,видеозаписьит.д.

Вопросы с альтернативными ответами

Вслучаетакихвопросовкандидатдолженответить,являетсялиданноеутверждениеистиннымилиложным.Обычноиспользуетсядляоценкиспособностивспомнитьилидифференцироватьинформацию.

Особенность Описание

Требуемый тип мышления Вопросы/заданиястановятсясложнее,когдаделаетсяпереходотсвидетельствзнанийксвидетельствампонимания,способностиделатькомментариииоценку,анализироватьинформацию,идеииконцепции .

Степень абстрагирования языка или предмета обсуждения

Сложностьвопроса/заданиябудетзависетьоттого,насколькоабстрактныиликонкретныязыкипредметобсуждения.

Профессиональная терминология

Профессиональнуютерминологиюследуетприменятьтольковтойстепени,вкакойонаможетбытьвобщемзнакомакандидатамданногоуровняинеобходимадляпониманияпредметаобсуждения.Вслучаеоцениваниякандидатов,получившихнеформальноеиинформальноеобучение,использованиеузкоспециальнойтерминологиидолжнобытьповозможностиограничено.

Предмет вопроса/задания Предметвопроса/заданиядолженбытьвыбранповозможностиузко,чтобынесоздаватьискусственныхсложностей.

Доступность языка вопроса/задания

Формулировкивопросов/заданийисоответствующиеинструкциикнимдолжныбытьмаксимальнопростыми,яснымиидоступныминавсехуровнях.Необходимоизбегатьдвусмысленныхилижаргонныхвыражений.

Четкость и согласованность формулировок

Кандидатыдолжныповозможностибыстроориентироваться,могутлиониответитьнавопросиливыполнитьзадание,искольковременипотребуетсядляэтого.

Формулировкивопросовиинструкцийкпрактическимзаданиямнедолжнысоздаватьдлякандидатовискусственныхбарьеровкпониманиютого,чтоотнихтребуется.

71

AN OCCUPATIONAL PROFILE FOR COOKS

1. Occupation Cook

2. Role Prepares a variety of dishes, from national and international cuisine, as per recipe, by exploiting mechanical, thermic treatment and electrical equipment and tools of the kitchen purposefully; distributes them as by workshops; designs and submits requests for necessary products and row materials, submits reports on received, used and remaining food resources; prepares the kitchen equipment and tools for work processes; prepares and keeps semi-prepared food according to the technology; provides mechanical and thermal treatment of food, provides thermal treatment of dishes, designs the ready products/dishes and provides to the waiter.

3. Task areas, working processes, performance criteria, professional knowledge and skills

3.1 Task area 1. Preparing dishes of vegetables and mushrooms

3.1.1 Working processes

� Cutting vegetables and mushrooms and preparation for making the dishes � Preparing dishes according to the recipe � Decoration/design of prepared dishes from vegetables and mushrooms

3.1.2 Performance criteria

� Checks the raw materials and products for freshness using defined methods (visual, smell, taste, consistence, etc.)

� Washes and peels products as required by recipe, preserving the necessary qualities

� Cuts and shapes vegetables according to the type of dish to produce � Identifies and weights ingredients according to the recipe � Uses appropriate tools and appliances for type of dish to cook � Prepares dish in accordance to the recipe and following technological processes

� Identifies clients’ special needs or tastes and adapts the recipe accordingly while preserving the specific organoleptic characteristics of the dish

� Decorates and presents dishes to the clients at required temperature and according to the restaurant presentation rules

� Proposes new recipe of vegetable and mushroom dishes and prepares dishes accordingly

� Checks the final product for appropriateness with the ordered/required dish � Secures hygiene requirements and norms and safety rules at the workplace

3.1.3 Professional knowledge

� Recipes of vegetables and mushrooms dishes � Kinds (sorts) of vegetables and mushrooms � Keeping time (expiration date) and temperature of vegetables and mushrooms

� Vegetables and mushrooms primary thermal treatment ways � Purpose and exploitation ways of vegetables and mushrooms the instruments and equipment used for vegetables and mushrooms dish preparation

� Technological processes of vegetables and mushrooms dish preparation � Compatibility and interchangeability of vegetables and mushrooms dish preparation methods

� Merchandising characteristics of vegetables and mushrooms � Sequence and ways of technological processes of vegetables and mushrooms culinary treatment

� Features of preparation, decoration and serving of national, signature and ordered foreign vegetables and mushrooms dishes

72 AN OCCUPATIONAL PROFILE FOR COOKS

3.1.4 Skills � Use of washing and weighing equipment � Use of cutting, peeling and processing tools and appliances � Use of senses for primary verification of quality and freshness of raw materials

� Application of different ways of primary thermal treatment

3.2 Task area 2. Making dishes of cereals, pasta, eggs, curd and dough


� Preparation and initial processing of separate ingredients: milk, flour, sugar, pasta, etc. for making dishes

� Preparation and decoration/design of garnishes/trimmings and porridges of rice, beans, cereals

� Preparation and decoration/design of simple garnishes and other dishes of pasta

� Preparation and decoration/design of simple dishes of egg, curd and other milk products

� Preparation and decoration/design of simple dishes of flour and dough with corresponding fillings


� Checks the raw materials and products for freshness using agreed methods (visual, smell, taste, consistence, etc.)

� Washes products as required by recipe, preserving the necessary qualities � Cuts and shapes the raw materials and products according to the type of dish to be prepared

� Identifies and weights ingredients according to the recipe � Uses appropriate tools and appliances according to the type of dish to be cooked

� Prepares dish in accordance to the recipe and following technological processes

� Identifies clients’ special needs or tastes and adapt the recipe accordingly while preserving the specific organoleptic characteristics of the dish


� Proposes new recipe of cereals, pasta, egg, curd and dough dishes and prepares dishes accordingly



� Recipes of cereals, pasta, egg, curd and dough dishes � Kinds (sorts) of cereals, pasta, egg, curd and dough � Keeping time (expiration date) and temperature of cereals, pasta, egg, curd and dough dishes

� Cereals, pasta, egg, curd and dough primary thermal treatment ways and regimes

� Purpose and exploitation ways of the instruments and equipment used for cereals, pasta, egg, curd and dough dish preparation

� Technological processes of cereals, pasta, egg, curd and dough dishes preparation

� Compatibility and interchangeability of cereals, pasta, egg, curd and dough dishes preparation methods

� Merchandising characteristics of cereals, pasta, egg, curd and dough sequence and ways of technological processes of cereals, pasta, egg, curd and dough dishes culinary treatment

� Sequence and ways of technological processes of cereals, pasta, egg, curd and dough culinary treatment

� Features of preparation, decoration and serving of national, signature and ordered foreign cereals, pasta, egg, curd and dough dishes

3.2.4 Skills � Use of washing and weighing equipment � Use of cutting, peeling and processing tools and appliances � Use of senses for primary verification of quality and freshness of raw materials and products

� Application of different ways of primary and thermal treatment � Designing of dishes


3.3 Task area 3. Preparation of soups and sauces


� Preparation separate ingredients for sauces � Preparation of simple broths, sauces and stocks/liquors � Preparation of simple soups � Preparation and design of simple cold and hot sauces




� Identifies and weights ingredients according to the recipe � Uses appropriate tools and appliances taking into consideration for type of dish to be cooked




� Proposes new recipe of soups and prepares them � Checks the final product for appropriateness with the ordered/required dish � Secures hygiene requirements and norms and safety rules at the workplace


� Recipes of soups and sauces � Kinds (sorts) of soups, sauces and broths � Keeping time (expiration date) and temperature of raw materials, products, partially prepared food and cooked dishes

� Raw materials primary thermal treatment ways and regimes � Purpose and exploitation ways of instruments and equipment used for soups and sauces dish preparation

� Ways of preparation of technological processes of soups and sauces � Compatibility and interchangeability of soups and sauces dish preparation methods

� Features of preparation, decoration and serving of national, signature and ordered foreign of soups and sauces dishes


� Application of different ways of primary thermal treatment � Dish decoration

3.4 Task area 4. Preparation of fish dishes


� Cutting vegetables and mushrooms and preparation for making the dishes � Initial processing of bony fish � Preparation of partially prepared food (half-stuff) for making fish dishes � Preparation and design of simple fish dishes



� Washes products as required by recipe, preserving the necessary qualities � Cuts and forms the raw materials and products according to the type of dish to be prepared

� Identifies and weights ingredients according to the recipe � Uses appropriate tools and appliances taking into consideration the type of dish to be cooked




� Proposes new recipes of bony fish and prepares them � Checks the final product for appropriateness with the ordered/required dish � Secures hygiene requirements and norms and safety rules at the workplace



� Recipes of bony fish dishes � Kinds (sorts) of bony fish dishes � Keeping time (expiration date) and temperature of row materials, products, partially prepared food and cooked dishes

� Raw materials primary thermal treatment ways and regimes � Purpose and exploitation ways of instruments and equipment used for bony fish dish preparation

� Ways of preparation of technological processes of soups and sauces � Compatibility and interchangeability of bony fish dishes dish preparation methods

� Merchandising characteristics of kinds of fishes � Sequence and ways of technological processes of fish culinary treatment � Features of preparation, decoration and serving of national, signature and ordered foreign fish dishes



3.5 Task area 5. Preparation of dishes from meat and poultry


� Initial processing of meat, meat products and poultry for preparing half-stuff � Preparing of half-stuff � Preparation and design of dishes of meat and meat products � Preparation and design of poultry dishes








� Proposes new recipe of meat and poultry and prepares them � Checks the final product for appropriateness with the ordered/required dish � Secures hygiene requirements and norms and safety rules at the workplace


� Recipes of meat and poultry � Kinds (sorts) of from meat and poultry, � Keeping time (expiration date) and temperature of raw materials, products, partially prepared food and cooked dishes

� Raw materials primary thermal treatment ways and regimes � Purpose and exploitation ways of instruments and equipment used for meat and poultry dishes preparations

� Ways of preparation of technological processes of meat and poultry dishes � Compatibility and interchangeability of meat and poultry dish preparation methods

� Merchandising characteristics of kinds of meat and poultry � Sequence and ways of technological processes of meat and poultry culinary treatment

� Features of preparation, decoration and serving of national, signature and ordered foreign of meat and poultry dishes




3.6 Task area 6. Preparation of cold dishes and light breakfasts


� Preparation of sandwiches and gastronomic dishes according to defined portions/helpings

� Preparation and design of salads � Preparation and design of simple light breakfasts � Preparation and design of simple cold dishes



� Washes products as required by recipe, preserving the necessary qualities � Cut and shapes the raw materials and products according to the type of dish to be prepared




� Prepares sandwiches, gastronomic dishes, salads, lights breakfasts and simple cold dishes following defined portions/helpings


� Proposes new recipe of meat, poultry and bony fish s cold dishes and light breakfasts and prepares them



� Kinds (sorts) of sandwiches and gastronomic dishes � Kinds (sorts) of salads � Kinds (sorts) light breakfasts � Recipes of sandwiches, gastronomic dishes, salads and light breakfasts � Raw materials primary thermal treatment ways and regimes � Purpose and exploitation ways of instruments and equipment used for cold dishes and light breakfasts preparation

� Ways of preparation of technological processes of cold dishes and light breakfasts

� Compatibility and interchangeability of cold dishes and light breakfasts preparation methods

� Features of preparation, decoration and serving of national, signature and ordered foreign of sandwiches, gastronomic dishes, salads and light breakfasts



3.7 Task area 7. Preparation of sweet dishes and beverages


� Preparation and design of simple cold and hot sweet dishes � Preparation of simple hot beverages � Preparation of making and design of simple cold beverages





� Identifies and weight ingredients according to the recipe � Uses appropriate tools and appliances taking into consideration for type of dish to be cooked

� Prepares dishes and beverages in accordance to the recipe and following technological processes


� Decorates and presents dishes and beverages to the clients at required temperature and according to the restaurant presentation rules

� Proposes new recipe of sweet dishes and beverages and prepares them � Checks the final product for appropriateness with the ordered/required dish � Secures hygiene requirements and norms and safety rules at the workplace


� Kinds (sorts) of sweet dishes and beverages � Recipes of sweet dishes and beverages � Keeping time (expiration date) and temperature of raw materials, products, partially prepared food, cooked dishes and beverages

� Raw materials and beverages primary thermal treatment ways and regimes � Purpose and exploitation ways of instruments and equipment used for sweet dishes and beverages preparation

� Ways of preparation of technological processes of sweet dishes and beverages

� Compatibility and interchangeability of sweet dishes and beverages preparation methods

� Sequence and ways of technological processes of sweet dishes and beverages culinary treatment

� Features of preparation, decoration and serving of national, signature and ordered foreign of sweet dishes and beverages

3.7.4 Skills � Use of washing and weighing equipment � Use of cutting, peeling and processing tools and appliances � Use of senses for primary verification of quality and freshness of raw materials and product

� Application of different ways of primary thermal of raw materials and beverages

� Raw materials and beverages decoration

3.8 Task area 8. Preparation of bakery, pastry and other flour products


� Preparation of simple bakery products and bread � Preparation and design of main pastry dishes � Preparation and design of simple cakes and cookies



� Washes products as required by recipe, preserving the necessary qualities � Cuts and shapes the raw materials and products according to the type of dish to be prepared Identify and weight ingredients according to the recipe

� Uses appropriate tools and appliances taking into consideration for type of dish to be cooked




� Proposes new recipe of bakery, pastry and other flour and other dishes and prepares them




� Kinds (sorts) of bakery, pastry and other flour dishes � Recipes of bakery, pastry and other flour dishes � Keeping time (expiration date) and temperature of raw materials, products, partially prepared food and cooked dishes

� Raw materials primary thermal treatment ways and regimes � Purpose and exploitation ways of instruments and equipment used for bakery, pastry and other flour dishes preparation

� Ways of preparation of technological processes of bakery, pastry and other flour dishes

� Compatibility and interchangeability of bakery, pastry and other flour dishes preparation methods

� Features of preparation, decoration and serving of national, signature and ordered foreign of bakery, pastry and other flour dishes



4. Responsibility Responsible for preparing a variety of dishes and beverages in public food organisations

5. Complexity level Performs semi-complex works during the professional activities

6. General professional knowledge and competences

6.1 General professional knowledge

� Basic concepts of ethics, moral norms and principles of establishing relationships

� Main provisions of the Constitution of the Republic of Armenia � Main branches of the Armenian law � Rights and liberties of an individual and citizen, mechanisms of their implementation

6.2 General professional competences

� Make use of dictionaries, fluently communicate in Armenian � Ensure simple communication in a certain foreign language � Solve mathematical simple tasks using simple modern hardware � Use simple methods of behaviour self-management while constructing interpersonal relations

� Apply the principles of communication depending on the social-psychological features of a group or an individual

� Apply different means of practical and administrative intercourse

7. Qualification level 3

79

ОЦЕНОЧНЫЙ ФАЙЛ

Детали процесса оценки

Имякандидата______________________________________________________

Занятие____________________________________________________________

Имяоценщика______________________________________________________

Центроценки_______________________________________________________

Дата_______________________________________________________________

Общая характеристика процесса оценки

Шаги 1.Определениецелиирамок(охвата)оценки

2.Определениекритическихаспектовкомпетенции,подлежащихоценке

3.Выборметодовоценки

4.Планированиеиорганизацияпроцессаоценки

5.Выборинструментовоценки

6.Анализдоказательств(свидетельств)ипринятиерешенийокомпетентности

7.Итоговаяобратнаясвязьскандидатом

8.Регистрациярезультатовиотчетность

80 ОЦЕНОЧНЫЙФАЙЛ

ШАГ 1. ОПРЕДЕЛЕНИЕ ЦЕЛИ И РАМОК (ОХВАТА) ОЦЕНКИ

Цель оценки

� Признаниеумений,приобретенныхвовремяобучения □

� Оценкаипризнаниепредшествующегообучения □

Рамки (охват) оценки (в соответствии с описанием данного занятия)

� Однозадание □

� Несколькозаданий □

� Общиезнания □

Профессиональныезадания,которыебудутоценены:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Способыгруппировкипрофессиональныхзаданийвцеляхоценки:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

ОЦЕНОЧНЫЙФАЙЛ81

ШАГ 2. ОПРЕДЕЛЕНИЕ КРИТИЧЕСКИХ АСПЕКТОВ КОМПЕТЕНЦИИ, ПОДЛЕЖАЩИХ ОЦЕНКЕСписок основных аспектов профессиональных заданий:

Вслучаенеобходимостивоспользуйтесьдополнительнымилистами.

Профессиональные задания

Основные аспекты

Компетен- тен(на)

Пока не компетен-

тен(на)

□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □□ □


ШАГ 3. ВЫБОР МЕТОДОВ ОЦЕНКИ

Определитеметоды,которыебудутприменятьсяприсборедоказательствдостиженийоцениваемогокандидата.Использованиеданныхметодовпозволиткандидатудоказать,чтоон(а)имеетнеобходимыепрофессиональныезнанияиумения,можетвыполнятьтребуемыезаданияидостичьожидаемыхрезультатов.

Оценщик______________________________________

Кандидат______________________________________

Дата__________________________________________

Профессиональные задания

Примененный метод

Знания Выполнение Результаты

Предложено оценщиком

Согласовано с кандидатом


ШАГ 4. ПЛАНИРОВАНИЕ И ОРГАНИЗАЦИЯ ПРОЦЕССА ОЦЕНКИ

(Длякаждогопроцессаоценкибудетразработанплан,согласованныйскандидатом)

Решениепринятоисогласовано:

Планутвержденруководителемцентраоценки

Подпись_______________________________________

Дата__________________________________________

Метод Дата выполнения

Время Место Вовлеченные лица

Ресурсы

Оценщиком

С кандидатом

Дата


ШАГ 5. ФОРМИРОВАНИЕ ИНСТРУМЕНТОВ ОЦЕНКИ

(Используяоценочныйфайл,оценщикразрабатываетспецификациюприменениякаждогоспособаоценки)

� Разрабатыватьсодержаниесамооценки

� Сформулироватьвопросыиожидаемыеответыписьменногоиустноготестов.Разработатьшкалуоценки

� Разработатьсписокдействий,которыедолжныбытьосуществленывовремясимуляцииилидемонстрациииливовремяпрямогонаблюдения

� Определитьтемупроектаиожидаемыерезультаты

� Установитьтребованиякинформации,ожидаемойотдругихлиц(менеджеров,сотрудников,клиентов)


ШАГ 6. АНАЛИЗ ДОКАЗАТЕЛЬСТВ (СВИДЕТЕЛЬСТВ) И ПРИНЯТИЕ РЕШЕНИЙ О КОМПЕТЕНТНОСТИ

Проанализироватьдоказательства,представленныекандидатом.

Анализпровести,используяпункты,определенныедля2-гошага,иосновываясьнадоказательствах,касающихсякритическихаспектовкомпетентностикандидата.

Проанализировтьданныеиподумать:

� Соответствуетлиинформация,полученнаяврезультатетестирования,критическимаспектамкомпетенции?

� ‘Произведены’лидоказательствакомпетентностисамимкандидатом?

� Показываютлипредставленныедоказательствакандидата,чтоонсможетиспользоватьзнанияиумениявразныхконтекстах?

� Покрываютлипредставленныедоказательствавсеосновныеаспекты?

� Являютсялидоказательствареальными?

� Являетсяликачестводоказательствудовлетворительным?

Комментарии:


ШАГ 7. ИТОГОВАЯ ОБРАТНАЯ СВЯЗЬ С КАНДИДАТОМ

Сделайтесбалансированнуюоценкуисполнительностикандидатавовремяоценочногопроцесса.

Вовремяпроцессаоценкделайтесбалансированныесужденияобисполнениикандидата.

Будьтесосредоточены.

Будтеобъективны.

Описывайтеповедение,неделаясуждений.


ШАГ 8. РЕГИСТРАЦИЯ РЕЗУЛЬТАТОВ И ОТЧЕТНОСТЬ

Имя кандидата_______________________________________________________________________________

Результат___________________________________________________________________________________

□Кандидатсоответсвуетвсемкритериямикомпетентенсточкизренияоцениваемыхзаданий, знанийиумений

□Кандидатпоканекомпетентенсточкизренияследующихзаданий,знанийиумений:_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

□Есликандидатпоканекомпетентен,рекомендуетсяликакой-либотренинг?□Да(деталисм.ниже)

□Нет(объяснитепричины)

Кандидатпроинформированобоценкеиееобосновании.

Оценщик________________________ Дата_________________________

Кандидат________________________ Дата_________________________

Обучение, рекомендованное для заполнения пробелов

CONTACT US

Further information can befound on the ETF website:www.etf.europa.eu

For any additional informationplease contact:

European Training FoundationCommunication DepartmentVilla GualinoViale Settimio Severo 65I – 10133 Torino

E [email protected] +39 011 630 2200T +39 011 630 2222

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