Documents
Resources
Learning Center
Upload
Plans & pricing Sign in
Sign Out

Interviews

VIEWS: 11 PAGES: 42

									                S.E.S.A.M.O.
     Simulating the implEmentation and
    Supporting the stArt-up by exploiting
   H.E.L.E.N. and B.E.A.TR.I.C. seMantic
         mOdels regarding ECVET

       Project TOI Leonardo da Vinci
        LLP-LDV/TOI/2007/IT/188




Structured matrices




                     1
2
                                               TABLE OF CONTENTS

Introduction…………………………………………………………………………………………………………………………. p. 5

Chapter 1:   Guidelines for all partners…………………………………………. …………………….. ………… p. 9
                    Project description……………………………………………………………………………….. p. 11
                    Simulation - Work package description................................................... p. 12
                    Simulation - The steps………………………………………………………………………….. p. 14
                    Simulation - Process……………………………………………………………………………… p. 17

Chapter 2:   Simulation IT - EE………………………………………………………………………………………….. p. 19
                    Simulation IT - EE…………………………………………………………………………………..p. 21
                    Memorandum of Understanding………………………………………………………….. p. 23

Chapter 3:   Simulation NL - UK……………………………………………………………………………………….. p. 35
                    Simulation NL - UK…………………………………………………………………………………p. 37
                    Memorandum of Understanding………………………………………………………….. p. 39




                                                          3
4
INTRODUCTION




    5
6
This product is an intermediate outcome
designed to launch and carry out the simulation
process. In the next part we briefly describe the
three summaries on the simulations performed
by     Italy/Estonia,    Netherlands/UK      and
France/Greece. The main simulation results and
materials are contained in the multimedial
product “Simulation synthesis”. They give an
added value to the project.




                   7
8
    CHAPTER 1



GUIDELINES FOR
 ALL PARTNERS




        9
10
                                               Project description


The mobility of the students
The mobility of the student in FP sets up a passageway that cannot be given up in the construction of the
“Country Europe” system. The free exchange of goods, tourists and financial transactions should
correspond to adequate forms of mobility for people training and for people already working.
The demand to “exchange” students in FP permits us to identify two macro categories of needs tied
respectively to the understanding and transparence of the systems and to the development of the mutual
trust to favour free adhesion of the member States to the decisions and community norms regarding the
themes of mobility.
On one hand the disjointedness of the national formative systems characterized by a large number of
qualifications, diplomas, certificates that can be obtained in a different manner, requires a representation
of the qualifications through models which are clear and easily readable, on the other hand the organisms
and their operators have to be able to have a composite typology of means which permit them to identify
and validate the results of the learning obtained during a stay in foreign country and to accept the
evaluations.

The macro aims
We have therefore identified two macro aims
1. contributing to the readability and the transparence of the systems through the analysis of the models
    and their connections among the formative systems of Italy, Holland, Estonia, Greece and France
    developed in H.E.LE.N. and extended in order to have as a reference point EQF and ECVET; the
    proposal of the model to the new countries – Finland, Sweden, Estonia, England; the motivation of the
    political decision-makers and operators to adhere to the proposal of S.E.S.A.M.O..
2. contributing to the development of the mutual trust among the operators making use of the
    instructions for the filling in of the Supplement Certificate done in B.E.A.TR.I.C. in an entering context
    simulated among the Partners, integrating the information relative to the certification with that relative
    to the units, to the standards of evaluation and the credits given inside the host organization and
    validated by the entering institution, using a model of the training contract and of the partnership
    protocol for the application of ECVET, inerpreting the norms in order to assign the credits to the units
    by qualitative and quantitative mechanisms, applying equivalent systems to validate and eventually
    integrate and acknowledge the credits obtained from the experience abroad, spreading and scattering
    the results using what has been presented by the communication plan developed in B.E.A.TR.I.C. and
    using S.E.S.A.M.O. with the due curvatures.

The partnership
The partnership is multiacting: the Politecnico of Turin and Kenniscent that place at disposal the results of
H.E.LE.N., the USP of VENICE that places at disposal those of B.E.A.TR.I.C. and the CPV those of ECVET
Connexion are part of it. The results must be useful to a large public, analysed and suitable for EQF and
ECVET. For the other partners Estonia, Finland , Sweden UK, it has been establihed that they contibute to
verifying the proposal of adjustment of the products for the development of the hierarchical approach
(referred to EQF) through the filling in of an observation grid and furthermore to simulate the activity of
exchange to determine the important elements in the definition of the Tool Box. The partners OEEK, CFA,
USP and CREDIJ, due to their specific institutional abilities, will have a decisive role in interpreting, verifying
and readjusting the results of the simulation.

The products
The actions established are aimed at obtaining the following products:
- Conceptual maps oriented towards the hierarchical mapping(top down)
- Semantic grids for the intersemantic connection based on community tools
- Structured arrays for the simulation

                                                        11
-   VETLINKS platform(public section for surfing and reserved for the connection, the simulation and the
    exploitation)
-   Summary of the results of the simulation
-   Guidelines for the support and integration of ECVET
-   Tools for the spreading and the impact(plan for the scattering and the survey of the impact; tools for
    the survey of the impact; announcement of a competition of ideas)
-   Tool box – Total collection of the documents of the project
-   Website

The target group
The target group is represented by
- operators of the organs of formation for a correct interpretation of the decisions and proposals of the
    Council referred to the framework EQF and ECVET
- political decision-makers that need to be able to use the models of the formative system which are
    semantically clear and readable, of concrete solutions and proposals related to the same models and of
    feedback on the criticality encountered in the application of ECVET
- users, mostly students, to benefit from improved services and tools.

The consumers
The consumers represent a large public identifiable with
- organizations at a local, regional and national level responsible for the systems and the policies
    regarding any aspect of professional education and formation
- social parties representing both the employers and the workers, other representatives of the business
    world amd, in particular, the Chambers of Commerce and other professional organizations
- organs of formation and their expert educators involved in the granting of the qualification and/or the
    educational credits to people
- students and workers that use the programs of transnational mobility in the various contexts of
    learning
- political decision-makers, or institutions or organizations of the FP.

The impact
The impact, at short or long term, is describable in relation to the target group of the recipients
- operators that obtain major awareness in relation to the formative systems of other countries of the
    community based on a holistic vision of the issues based on the results obtained in the previous
    projects, the semantic clearness and the representation through maps; such a vision permits them to
    overcome the initial refusal of an innovative approach
- political decision-makers at different levels, both national and local which can count on an immediate
    and friendly use of the results of S.E.S.A.M.O.
- users, in particular students, that will use the VETLINK platform to build their formative ground.


                                 Simulation - Work package description

Duration
From April 2009 to July 2009 (4 months)

Role and tasks of partners involved
- Promoter:
     Manages and coordinates Project activities
     Supervises the publicity on the web of the event and related materials
- CPV:
      Starts and coordinate the simulation activities

                                                   12
      Produces Grid for data collection data and observation for the evaluation
-   Each partner
      Carries out activities according to shared procedures
      Involves 4 different subjects: beneficiary, sending organisation, receiving organisation and an
       independent observer.
      Collects data according to the shared procedure for the further process of validation of the
       observations.

Working method
Each partner in charge of the simulation will adapt its working / training setting to the tools developed in
the previous phase taking into account also the legal framework (national, regional and European).

Deliverables – products/results
- Product n° 5-1
     Title : Scenarios for international mobility
     Type of product/result: Report
     Description: Simulation of exchange of trainees

-   Product n° 5-2
     Title :
     Type of product/result: Documents
     Description: The whole set of documents necessary to the exchange: ECVET credit points, CV and
       other Europass documents, partnership agreements, training contracts, modules.

-   Product n° 5-3
      Title :
      Type of product/result: Grids
      Description: grids for data collection and observations

Procedure
The simulation consists in the detailed description of the following process: a trainee decides to attend a
part of a training path in a different country and when he/she comes back he/she gets the recognition of
the units achieved abroad.
We have to describe the whole process in terms of legal framework, actors to be involved and procedures
to be implemented. The simulation includes the production of the documents needed to get the
recognition based on current legal requirements. Many aspects can be different depending on the chosen
countries and on the different systems within the countries.
The starting points are:
- Profiles chosen for the simulation
- Vetlinks platform

Partners involved
We agreed in Utrecht to simulate the Mobility between couples of countries. These are the couples we
chose:




                                                    13
                SENDING ORGANIZATION                            RECEIVING ORGANIZATION
       From     GREECE                                    To    FRANCE
       From     ITALY                                     To    FINLAND/ESTONIA
       From     NETHERLANDS                               To    UNITED KINGDOM

Each country chose a profile and a training course related to the profile. In order to make exchanges
feasible the profile (were possible) were to be taken in the ICT sector and related to level 4 and 5 EQF.
Some of the partner organisations are not involved in activities in the chosen sector and/or level
considered. This case although it may cause some difficulties doesn’t represent a insurmountable obstacle.
In fact between different paths and levels it can be found a common unit or part of the training paths which
could be recognised in any case.

The profile
The profile are:
- first couple:
     GREECE - Computerized accounting operations assistant
     FRANCE - BTS *******************************
    In this case we will shadow a Greek trainee (let’s call her Mrs. Maria) who attends a training course for
    Computerized accounting operations assistant in Greece. During the training she goes to FRANCE here
    she attends a course which prepares BTS *******************************. The aim of this work
    package is to report which should be the legal and organisational steps to be taken between the
    member countries in order to allow her to have the training units made abroad recognised at the
    homecoming. Moreover we will have to sketch the formal documents necessary to the recognition.
- second couple
     ITALY – IFTS *******************************
     FINLAND - Rakennusalan perustutkinnon muodostuminen 120ov
    The same as for the first couple with Mr. Antonio going to Finland.
- third couple
     NETHERLANDS – ICT Manager
     UNITED KINGDOM - Unit 314 Word processing software 3
    The same as for the first couple with Mrs. Inge going to United Kingdom.


                                          Simulation – The steps

Steps n. 1:
-   Description
    The first step should be carried out in both countries. It consists in the description of the relevant
    stakeholders and competent institutions related to the training path involved. This step is necessary to
    understand well which would be the actors involved in the process that ultimately brings to the
    recognition/validation of the training abroad.
-   Methodology
    Partnership creation of sending organization (e.g. Greece, Italy, Netherlands)
    Partnership creation of hosting organization (e.g. France, Finland/Estonia, United kingdom).
    The artnership should involve all the relevant stakeholders in the learning process and competent
    institutions, each of which is empowered, in their own setting, to award qualifications or units or to
    give credit for achieved learning outcomes for transfer and validation.




                                                     14
-   Deliverables: partnership description where the key parts:
     Qualification system (Vetlinks could help in the visual description of the key elements of the
        system)
     Partners list
     Role of each partner in the training process
     Awarding bodies and their role.

Step n. 2:
- Description
    This step is highly experimental. Unlike the previous step in this case the document to be produced is
    one for the two countries/regions involved. According to the description of the stakeholders and the
    current legal framework in the country involved it should be conceived as a framework agreement to
    enable VET providers to mutually recognise the assessment of training.
- Methodology
    In this case we strongly recommend to involve experts of the awarding bodies or competent
    institutions in the preparation or the final review of the documents. A draft of the agreement is
    prepared by the partner in the sending country and it is revised, completed and amended in the hosting
    country.
- Deliverables: Memorandum of Understanding (framework agreement)
    The MoU should confirm that the partners:
     accept each other’s status as competent institutions;
     accept each other’s quality assurance, assessment, validation and recognition criteria and
         procedures as satisfactory for the purposes of credit transfer;
     agree the conditions for the operation of the partnership, such as objectives, duration and
         arrangements for review of the MoU;
     agree on the comparability of qualifications concerned for the purposes of credit – VETLINKS
         transfer, using EQF to establish the reference levels;
     identify other actors and competent institutions that may be involved in the process concerned and
         their functions.

Step n. 3:
-   Description
    The third step should be carried out the comparison of the profiles and of the qualification. Each
    partner analyses nature of the sending and receiving institutions on either side of the transfer
    arrangement Quality assurance framework; it uses Vetlinks;
-   Methodology
    The comparison of the profiles is a part of the job to be done when preparing the Memorandum of
    Understanding (MoU).
- Deliverables
    The chosen profiles/units with the annotations of the comparison with the second profile/unit

Step n. 4:
- Description
    The fourth step should be carried out the definition of units and units and credits/credit points and
    Validation/recognition agreement; it values equivalence of the learning involved on either side of the
    transfer arrangement. The credit point part can be seen as a useful exercise but it is not vital for the
    simulation. We have to bear in mind that the issue is rather controversial and in some countries credit
    points are not devised as useful tools at all. This part and the previous have to be carried out
    simultaneously




                                                    15
-   Methodology
     The units and the typology of learning (defined in terms of knowledge, skills and wider
        competences), enabling both partners to identify the relevance of the learning to the award or
        qualification involved on either side of the agreement
     The nature of the learning process involved – i.e. the proportion of non-formal / formal learning
        (density) or the proportion of theory / practice (mode)
     The vocational relevance or occupational profile associated with the learning outcomes involved.
     The validation and recognition agreement. The partners describe what procedures and processes
        are followed to ensure fair validation and recognition (units and credits) and equal treatment.
     The quantification of the credit allocation
     The volume of the learning activities, regarding one or several formal learning pathway of reference
        (typical formal learning pathway) and the number of credits to be obtained
     This job can be carried out in the hosting country and revised/amended/integrated in the sending
        country.
-   Deliverables
     tools




       ECVET points and qualification




                                                   16
       Allocation of credit points
        o   Unit based system – Units described in terms of Learning outcomes Credit points are allocated
            to the whole qualifications and to the single units in order to provide information on the overall
            weight of the qualification and on the relative weight of the singe unit
        o   As a convention, 60 points will be assigned to the learning outcomes expected to be achieved
            in a year of formal, full-time VET.

Step n. 5:
- Description
    The fifth step should be carried out the Learning agreement and personal transcript. The Learning
    Agreement should establish that, if the learner has achieved the expected learning outcomes and these
    have been positively assessed by the ‘hosting’ institution, the ‘home’ institution can validate and
    recognise them as part of the requirements for a qualification, according to the rules and procedures
    established by the competent institution.
- Methodology
    This part is at the level of the individual who is going abroad for the training. It resembles the training
    agreement we have in our mobility programs.
    Agreement is concluded by the two competent institutions, in the framework of a MoU, and the
    learner. It should:
     distinguish between competent “home” and “hosting” institutions;
     specify the particular conditions for a period of mobility, such as the identity of the learner, the
         duration of the mobility period, learning outcomes expected to be achieved and the associated
         ECVET points.
- Deliverables
    Learning agreement and personal transcript two competent organisations as defined in the in the MoU
    Framework.
    The chapter of learning agreement are:
     Reference to the MoU
     Sending and host organisation – training courses – single beneficiary
     Process description
     Validation and recognition clause (when the learner achieves the outcomes in the hosting setting).


                                              Simulation - Process

Process
This part is the description of the whole process. It should be done also in the form of a workflow diagram
and detailed description of the process.
The step of the process are:
1. the "hosting" institution assesses the learning outcomes achieved and awards credit to the learner. The
    learning outcomes achieved and the corresponding ECVET points are recorded in a learner's "personal
    transcript";
2. the "home" institution validates the credit as a suitable record of the learner’s achievement;
3. the "home" institution then recognises the learning outcomes that have been acquired. This
    recognition gives rise to the award of the units and their corresponding ECVET points, according to the
    rules of the "home" system;
4. validation and recognition by the competent "home" institution depend on the successful assessment
    of learning outcomes by the competent "hosting" institution, in accordance with the agreed procedures
    and quality assurance criteria.



                                                      17
Example




Documents
The documents to be produced are:
- Partnership description
- Memorandum of understanding
- Workflow diagram
- Individual transcript of record and Learning agreement.

Use of the Vetlinks Platform
Possibly the profile should be inserted in the Vetlinks platform in order to experiment the use of the web
tools and to see how it could help/orientate the whole process (at least one of the couples should be
tested).




                                                   18
      CHAPTER 2



SIMULATION IT - EE




          19
20
                                            Simulation IT – EE


In the process of simulation between IT and EE we focused on the ICT Wireless specialists EQF Level 4. The
simulation has been set up between Fondazione Giacomo Rumor (CPV) Vicenza and Lääne- Viru College,
Mõdriku 46609, ESTONIA.

Memorandum of Understanding
To develop and sign a Memorandum of Understanding and Mobility Agreement there’s the need to
develop and provide some documents. They can be divided as:
- Qualification Profile
- Certificate Supplement
- Information for students, teachers and work placement tutors
- Preparation
- Work placement
- Assessment
- Procedure
- Additional information

Note on the allocation of credit points
The allocation of credit points is one of the most controversial issues in each ECVET implementation test.
To solve the problem we devised better to have an assessment by social partners. In a perspective of L.O.
orientation training hasn’t got to be considered (i.e. workload) but only the relative weight and importance
of the Learning Outcomes themselves. Therefore we adopted a work process oriented assessment
procedure. The procedure went as follows:
The starting point is the indication of the ECVET recommendation (RECOMMENDATION OF THE EUROPEAN
PARLIAMENT AND OF THE COUNCIL of 18 June 2009 on the establishment of a European Credit System for
Vocational Education and Training (ECVET) (Text with EEA relevance) (2009/C 155/02) ANNEX II ECVET —
PRINCIPLES AND TECHNICAL SPECIFICATIONS Point 4 - To enable a common approach for the use of ECVET
points, a convention is used according to which 60 points are allocated to the learning outcomes expected
to be achieved in a year of formal full time VET.
The training related to the proposed Profile “The Italian IFTS “TECNICO SPECIALISTA IN TECNOLOGIE
WIRELESS” covers a year of formal full time VET.
We asked professionals of Employers Association and Unions to assess the relative weight of the units and
to allocate points to the single units. The total sum of the points had to equal 60 points. We made an
average of the answers and then as a training organisation refined the result.
This procedure has two advantages: is focused on L.O. given that the esteem made by social partners is
supposedly based on the weight of the Outcomes in the work processes as they unfold in a work
environment, it is checked and finalised by a training organisation which assures a consistency with the
amount of work needed to achieve some results and with the length of the study programs.

Qualification Profile
Qualification profile: “TECNICO SPECIALISTA IN TECNOLOGIE WIRELESS”, EQF 4 for Italy
Qualification profile: “IT Specialist I, II” EQF 4 for Estonia
The chosen profiles have a different scope but it was possible to find parts of the training path in which
both training develop the same knowledge, skills and competences and therefore to enable the mobility for
a period of four weeks. The comparison between the profiles was complicated by the fact that the L.O. are
described differently. It has required an in presence debate during project meetings among expert to find
out the exact matchings.
This Qualification profile is available as:
- Profile ICT wireless specialist English version
- Profile ICT wireless specialist Italian version

                                                    21
The Estonian Profile is a IT specialist – EQF level 4
- (03) Estonian Profile IT specialist English version
- Training Program Modules of wireless specialist curriculum Italian
- Training Program Modules of wireless specialist curriculum English

Information for students, teachers and work placement tutors
The Booklet en trainee guide provides information:
- general information about work placement;
- guidelines for assessing the work placement;
- an overview of the contents of each qualification;
- an assessment protocol for the work placement.
- (04) English version RECOMFOR trainee guide

Procedure
Documents procedure request mobility
- (17) IT version
- (18) ENG Placebility form for an apprenticeship in EE
- (19) Europass website
- (20) IT version Leonardo da Vinci subsidies
- (21) Insurance Certificate for students
- (22) ENG Declaration by the host organization
- (23) ENG Practical Training Agreement –student/– TC
- (24) IT version P T agreement
- (25) ENG Assessment forms for report
- (26) IT Assessment forms

Conclusions
In the process of simulation between the Italy CPV and Lääne- Viru College, ESTONIA, we focused on
Internet wireless specialist.
At this moment (2009) ECVET implementation is under construction. For this project we tried to include an
allocation of credit points. In order to do that we made an effort to consider the L.O. more than the training
related and this through the consultation of social partners. The conclusion of what it is pure theory and
hasn’t been validated by any authority, is that the process of allocation seems to be too generic and the
esteem seems to be to a certain degree subjective. Probably when many concrete examples of allocation
will be available a general consensus on the parameters will be reached but for the moment it is difficult to
go on without any compass. EQF level 4 is an indication, in Italy we are devolving a National Qualification
Framework.
Important conclusions are that mobility based on the provided documents and structure/process is
possible. If taking in account that ECVET is not implemented yet, this simulation provides a lot of
advantages for the students. But also for the responsible partners involved in the simulation. The
simulation between IT and EE is based on theory lessons in class. We reached an agreement by which an
assessment made by the host organisation should be accepted by the Italian side without the need of
further test. This is not a legal conclusion for Italy and at the moment could not be simulation could be
extended as more ECVET friendly, if the sending partner would accept the assessment done by and with
documents form the receiving partner. This is a subject of discussion in the Italy and in Estonia. The
simulation itself would not change, an additional paragraph about quality assurance would be necessary.
The benefit of this simulation for CPV can be found in the transfer of the structure of developed and used
documents for mobility of students in the trade sector. The documents itself can be used for mobility to EU-
countries, only the content of the profile has to be changed, the structure and process itself provides the
information necessary for mobility.


                                                     22
We will discuss these documents with the teachers and coordinators of Training Centre in Italy who are
involved in mobility.
The memorandum of understanding and mobility agreement (and the structure of documents) will be used
as Transfer of Innovation to other projects, to start with the Recomfor/Cominter project.


                                     Memorandum of Understanding

Part 1
The present memorandum is based on the results of .the Project: “S.E.S.A.M.O. – Simulating the
implEmentation and Supporting the stArt-up by exploiting H.E.LE.N. and B.E.A.TR.I.C. seMantic mOdels
regarding ECVET project” (Lifelong Learning Programme 2007-2013 - Leonardo da Vinci MULTILATERAL
PROJECTS TRANSFER OF INNOVATION - Agreement no. LLP/LdV/TOI/2007/IT/188.)
Consider also, that the partners know the content of S.E.S.A.M.O. project and the result that it has to
generate, they intend to subscribe the activation of mobility, recognizing fully the development and effects;
Agreement between:
Name and address
Name: “Giacomo Rumor” Foundation, Productivity Centre of Veneto
Headquarters:
Via Fermi 134
36100 Vicenza, I
Italy
Tel: +39 0444 994 700
Fax: +39 0444994710
info@cpv.org
www.cpv.org
Registered Office:
c/o C.C.I.A.A. Vicenza
Corso Fogazzano 37
36100 Vicenza,
Italy
Persons authorised to sign contracts
Persons authorised to sign contracts on the behalf of “Giacomo Rumor” Foundation has to be legal
representative: Vittorio Mincato
and

Lääne-Viru College
46609 Lääne-Virumaa
Mõdriku, , Estonia
Tel.: (+372) 329 5950
Fax: (+372) 329 5951
E-mail: info@modriku.edu.ee

Fondazione “Giacomo Rumor” and Laane-Viru College are furthering international opportunities for their
students, staff members and VET development.
Herewith the present convention is stipulated, with the aim to activate a mobility program according to
the following articles:

art. 1. “Giacomo Rumor” Foundation, Productivity Centre of Veneto (hereafter the sending organisation),
having in place the training course for the professional profile TECNICO SPECIALISTA IN TECNOLOGIE
WIRELESS, agrees to send, by way of voluntary mobility, no. three trainees, the list of which (annex1) is an
integral part of this agreement. The sending organisation undertakes to recognize the training made

                                                     23
abroad for the number of credits obtained. The sending organisation undertakes also to validate the
learning outcomes of the mobility training path at any effect.

art. 2. Laane-Viru College (hereafter the receiving organisation) accepts the trainees undertakes to host
the trainees mentioned in article 1 and undertakes to insert them in the Training Program Modules of
Software design curriculum: 2.2.14 Networks and programming network applications and 2.2.15
Application types with the recognition of the credit indicated in the part 2 of this agreement.
It undertakes also to assess the trainees and certify the learning outcomes in the form negotiated with the
sending organisation (see part 2).

art. 3. By unanimous agreement of the parties, the path to mobility will last for four weeks, beginning on
_________ and the conclusion on____________, subject to any changes agreed by both parties.

art. 4. Costs     of     mobility     will   be     supported      by   (we    report     some     options):
1) the costs incurred entirely by the person who gave students;
2) costs incurred by both parties, in equal proportions or different;
3) costs incurred entirely by the receiving entity;
4) costs incurred in part also by the students.

art. 5. This Convention has validity for the entire duration of the course of mobility and can be extended
and / or implemented by agreement of the parties.
May be terminated by unanimous opinion of both signatories. It can be also terminated for justified
termination of either party, if the withdrawal is determined by default by the other petitioner, it can give
rise to payment of penalty.
For any disputes, to be elected to the territorial jurisdiction refers to the person who welcomes students on
the move.

Part 2
Within this agreement it is agreed as follows:
- both partners want to enhance their cooperation in educational functions.
- to recognize special cooperation between staff members and students in both institutions
- to encourage cooperation between the staff members of institutions and to offer support for their
    exchanges.
- to explore other areas where both institutions will benefit from cooperation
- that Laane-Viru College accepts qualified students upon the recommendation of the Foundation
    "Giacomo Rumor" into the software design curriculum EQF level 4
- that both institutions will continue to explore possibilities of offering more courses in ICT sector for
    international students and to use classification in curricula and EQF ECVET credits to realize crediting
- Both partners agree to inform their students and staff members of the many opportunities at both
    institutions.

Nature of the sending and receiving institutions on either side of the transfer arrangement
Sending institution
“Giacomo Rumor” Foundation, Productivity Centre of Veneto is a training organisation accredited by
Veneto Region (registered at no. A0157) and an IFTS training Provider. The I.F.T.S. system – Post-secondary
non academic education - represents a new system within the Italian educational scenario.

Receiving institution:
Lääne-Viru College was created on the basis of Lääne-Virumaa Higher Vocational School on September 3,
2007. The College has the following applied higher educational curricula: Business Administration,
Accountancy, Social work, Commercial Economics; and the following curricula providing vocational
education: Accounting, Entrepreneurship, Business Management, Secretarial Work, Sales Arrangement,

                                                      24
Processing Economic Information. The school is situated in a manor dating back to the year 1780 in
Mõdriku, that is about 7 km from Rakvere. Its main statutory objectives are:
- to train specialists on the basis of higher educational and vocational curricula in the field of health and
    welfare, social sciences, business and law, science and service.
- to carry out applied research and developmental activities in these fields.
- to provide re-qualification courses.
Educational activities at Mõdriku started on January 1, 1927 with training of competent housewives for
farmers, so educational activities have taken place here for over 80 years.
Lääne-Viru College has unique learning environment, hostels at Mõdriku and Rakvere, a library, a sports
ground and a gym.

Status on the national VET structure
In Italy the first Post-secondary non-academic system has been created in 1999. The non academic Higher
Education (IFTS) system, set up under the Act n.144 on 17 May 1999, provides post-secondary school
education in technical areas and is aimed at professional training and re-training. The objective is to remain
close to the job market and to respond to the needs of business in a rapid and reactive manner. The Act
296/06 – par. 631 – redefines IFTS in order to enhance the vocational training.
IFTS is jointly planned by the Ministry of University and Research Education, the Ministry of Employment
and Social Policies, Regional governments and the autonomous Provinces of Bolzano and Trento; the
National Planning Committee, which lays down procedures, guidelines and minimum national standards.
Regional governments plan the courses, mould the guidelines to the different local requirements and call
for bids to finance the projects. The courses are planned and managed in an integrative manner by second
level secondary education institutes, research public bodies, vocational training organizations, universities,
enterprises or their associations.
Training organizations should be recognized according to the Act 196/97 – art. 17 - . This Act establishes
that the guidelines should be adopted by a Decree of the President of the Council of Ministers according to
a proposal done by the Ministry of the Public Education together with other Ministries after consultation
with the Unified Conference.
The Act 40/07 designs the re-organization of IFTS into high non academic schools which, together with the
new technical schools and the recognized training organizations, can join together into Poli (Partnerships)
at provincial level.
IFTS courses match national standards decided by the Unified Conference and they depend on Regions.
The training course considered in this agreement is the “TECNICO SPECIALISTA IN TECNOLOGIE WIRELESS”

Lääne-Viru College - Status on the national VET structure
Quality assurance framework
Documents to be considered are the following:
CQAF (Common Quality Assurance Framework) /EFQM
- National Quality Assurance Indicators: for the recognition under the Italian law the assessment will
    have to match national Italian standards
- Internal Evaluations
- External Evaluations
The part of the training course that will take place in Estonia will match the Estonian VET Quality assurance
system requirements.
The mission of the quality assurance system is to guarantee training of competitive people for labour
market. The aims of the quality assurance system are:
- To guarantee stability and reliability of the training offered at the school;
- To maintain and improve sustainability of the school;
- To provide all sides involved with feeling of security.

The quality of studies is being regularly evaluated by internal and external evaluation.
The means of external evaluation are the following:

                                                      25
-   The curricula are approved and confirmed by the Ministry of Education and Research;
-   Auditing by the Ministry of Education and Research.

The means of internal evaluation are the following:
- Evaluation of the curriculum by the curriculum committee;
- Analyses of implementation of the curriculum and of students’ performance twice a year for each
    individual student by calculating a student’s average mark and percentage of the subjects taken;
- Student questionnaires carried out on the content and organisation of studies;
- Evaluation of the quality of studies by the graduates;
- Feedback questionnaires from practising students after their field-practice;
- Analyses of examination papers and graded prelims compiled by lecturers
- Analyses of graduates’ employment and studies of their work in the field.

The activities for guaranteeing the quality of studies are the following:
- Implementation of the development plan and investment plan of the school;
- Modernisation of lecture rooms and provision with technical equipment;
- Provision with research and study literature, development of study aids;
- Description of basic processes in instructions and prescriptions;
- Specification of entrance requirements and student selection by competition;
- Counselling of daytime students by course tutors and counselling of correspondent students by the
    head of the study line;
- Counselling of students by the lecturers at specified times for consultations;
- Counselling of students by supervisors when they are compiling their graduation papers;
- Professional self-development of lecturers by in-service training and studies for higher academic
    degrees;
- Development of curricula;
- Planning of the academic calendar and the time-table of studies;
- Supervision of students’ independent work;
- Recording and analyses of students’ academic achievement;
- Supervision of students’ field practice by lecturers of the vocational school and supervisors on the spot;
- Regular feedback from the institutions acting as bases for field-practice;
- Co-operation with employers.


Equivalence of the learning involved on either side of the transfer arrangement. - VETLINKS
Training courses
The training courses considered within in this agreement are:
- Tecnico Specialista in Tecnologie Wireless run by Fondazione “Giacomo Rumor” Centro Produttività
    Veneto on the Italian side
- Software design curriculum run by Laane-Viru College, Modriku, Estonia on the Estonian side

Units
The units considered are Unit no. 13 “Characterize and formalize TLC system requirements” for the
Tecnico Specialista in Tecnologie Wireless and the Units: 2.2.14 Networks and programming network
applications and 2.2.15 Application types for the Software design curriculum.
The toal credit points recognised for the completion of the two units of the estonian course is 8 ECVET
credits points corisponding to the complete Unit 13.

EQF levels - Italy
a. Vocational Qualifications, connected to EQF framework: EQF implementation process Italy
   The aim of establishing a common national qualifications and certification framework in Italy has for
   some years now been the focus of a wide-ranging reform initiative designed to achieve a substantive

                                                    26
   reorganisation of training provision and the visibility and enhancement of learning outcomes,
   regardless of the contexts and modalities in which they were attained. In this perspective the
   verifiability of competences, on the one hand, and the establishment of certifiable competence-based
   training provision, on the other, have for some years now been a constant feature of the strategy for
   the implementation of these objectives in our country. They are present, therefore, in many national
   and regional provisions, as well as in agreements between regions and with the social partners, and in
   many interesting experiments conducted in recent years by the Regions. In this respect the rules and
   experiments have developed along two complementary directions in recent years (2004-06):
      increasing the transparency of training pathways and the spendability of the competences certified
       as outcomes, with a view also to encouraging their mutual recognition by the institutions and social
       actors who in one way or another are potentially interested in using them;
      extending and increasing the transparency of the different learning experiences, regardless of the
       formal, non-formal and informal pathways in which they took place.
b. The progress followed by of this process over the last year is illustrated below:
   -   In implementation of Law 53/2003 (the Moratti Law), the completion in 2006 of the legislative
       procedure for agreements between the competent ministries and the Regions is worthy of note.
       These agreements provide a new impetus to the role of vocational training in enabling the
       population segment subject to compulsory training (young people aged 14-17) to obtain a three-
       year qualification that is recognisable at the national level. More specifically, the Agreements
       signed by state and regions between 2003 and 2006 to define the common and national
       characteristics of these pathways, including the basic competences and technical-vocational
       competence standards, are of great importance.
   -   In 2006, a number of Italian Regions also took forward the task of implementing Regional
       Competence Systems. In this process it is interesting to note that many of these systems are based
       on common technical features and on European principles in line with the EQF strategy (repertories
       of occupational profiles broken down by progressive levels of learning outcomes; capitalisable units
       described in terms of knowledge, skills and competences, complete with evaluation indicators;
       procedures and arrangements for the certification of competences, regardless of how they have
       been acquired). Also worthy of note is the role played by the Regions with the “Inter-Regional
       Competences Project”, as a result of which the Regions have agreed on common instruments and
       pathways to define a national framework, understood as a set of minimum vocational, competence
       recognition and certification standards and training standards, starting with agreement on and the
       standardisation and simplification of the many languages used, and a clear exposition of their
       shared conceptual references.
   -   A particularly important factor and condition on the road to a national qualifications system is the
       recent (April 2006) establishment of the Technical Table promoted by the Ministry of Labour and
       Social Security, which also involves the Ministry of Education, the Ministry of Universities and
       Research, the Regions Coordination body and the social partners. The aim of the Table is to begin
       the process of defining a national system of minimum vocational, competence recognition and
       certification standards and training standards. The vocational standards currently being established
       envisage a correlation with: specific working situations and contexts; occupational areas/sectors;
       employment/economic processes; the breakdown/disaggregation of services/activities and
       connotative occupational content; and reference to inventory schemes provided by the principal
       sources currently in place at the European, national and regional levels.
   The standards currently being established for the recognition and certification of competences
   envisage: setting out principles and criteria for the recognition of competences, regardless of how they
   were acquired; and correlation with professional standards to make it possible to evaluate and valorise
   the competences held and acquired in formal, non-formal and informal learning contexts.
c. The new phase of the reforms: “THE NATIONAL BOARD” aimed at defining and implementing a
   “National Qualification System”.
   On September 2006 the Ministry of Labour promoted a “National Board” aimed at defining and
   implementing a “National Qualification System” composed by Ministry of Education, University and

                                                    27
   Research, Regions and Social Partner. This political issue will allow to integrate, in a common and
   national framework, the different titles, qualifications and diploma delivered by Ministry of Education,
   Ministry of Labour, Regions and Universities and the classification adopted by the employment
   services.
   The results of the interregional cooperation (Interregional Project) and the analysis of the Social
   Partners realised in the last years would be a starting point to implement the NQF.
   The National Framework would be also an important point for the evolution of Italian system toward
   the definition of national criteria and methodologies able to give transparency and visibility of skills and
   competencies lifelong achieved by trainees and workers in any context (formal, non formal and
   informal).
d. The definition of a National Qualification system has stated a national priority by the recent directive
   (2006) of the Minister of Labour regarding the national reform of the labour market and of the
   Vocational training system.
   A reading of learning outcomes in the education system has led to quantitative and qualitative analyses
   of the marks obtained by students and the learning levels attained with respect to linguistic, literacy,
   technical-scientific and numeracy competences. The degree of learning achieved is noted each year in
   the framework of a more general national-level survey of the education system and is specifically
   intended to evaluate the efficiency and effectiveness of the system by monitoring the competences
   developed by students. These assessments are used as tools by policy makers in the field of school
   education.
   As regards vocational training, a learning evaluation project involving pupils following experimental
   education and training pathways is worthy of note. Three types of test were devised1 to evaluate
   competences on the basis of minimum educational and training standards established in 2004 to
   measure basic competences in three-year pathways: numeracy competence test; literacy competence
   test; and self-evaluation test (pupils’ own perception of their strategic competences). This project is
   part of a series of activities designed to improve the quality of the training system and increase the use
   of evaluation practices to improve the performance of the system itself.
   Finally, at the regional level, a number of Regions and Provinces have begun to apply reward models for
   education and training bodies producing a certain percentage of “graduates” who find work within six
   months of completing their vocational training course.
e. The Italian IFTS “Tecnico Specialista in Tecnologie Wireless” EQF level is 4.

EQF levels – Estonia The Estonian Software design curriculum EQF level is 4.
a. The development of a holistic qualifications system was explicitly set in the political agenda by the
   Ministry of Education and Research in 2007, supported by the corresponding master plan and
   legislation. The goal is to develop a holistic, flexible and sustainable, competence based qualifications
   system, which supports lifelong learning and mobility of the people, and enhances the competitiveness
   of the society. The system will integrate two major processes:
   Translation of society’s and labour market expectations for competences and learning outcomes into
   educational or professional (vocational) standards and curricula;
   Assessment, valuation and certification of persons’ actual competences and learning outcomes.
   This system is envisaged as part of a quality assurance system in lifelong learning, functioning as flexible
   interface between the society and the lifelong learning system, or in case of the professional
   qualifications system, an interface between the labour market and the lifelong learning system. As a
   result, the academic recognition and professional recognition of competences will be integrated into a
   single qualifications system compatible with EQF.
b. The following major conceptual and cultural changes are underway:
- Systematic shift towards learning outcomes based curriculum development in all sectors of formal
   education general, vocational, higher and adult education);

1
  The tests have been piloted in a number of Regions (Puglia, Lazio, Friuli Venezia Giulia and Sicily) on 250 pupils enrolled in the
third year of the three-year courses.

                                                                28
-  Development of competence (learning outcomes) based professional standards, which can serve as an
   input for curriculum development, and as a standard for assessment, valuation and certification of
   persons’ competences;
- Modularized approach to professional standards and curriculum development, complemented with
   rules and procedures for modularized assessment, valuation and certification of qualifications and
   partial qualifications;
- Unit based credit system will be implemented and ECVET will be incorporated into the modules, in
   parallel with renewing the qualification standards, where different skills and competences will be
   expressed through ECVET.
- Gradually widening valuation of prior learning. The development has been faster in higher education
   sector as part of the Bologna process, also supported by ESF sponsored projects and underpinned by
   the corresponding amendments in the Higher Education Standards (2008). Similar developments are
   underway in the VET sector.
c. At present Estonian qualification system has 5 levels. The European system with 8 levels is in
   implementation process till year 2011. The ECVET system is under implementation also.
d. Learning learning outcomes by curricula (national core curricula, school based curricula or adapted
   European                                                                                   curricula)
   The search and matching of the training has been done through the use of the VELINKS search engine.
   The equivalence of learning and the consequent recognition is based upon the present agreement.
e. The Estonian Software design curriculum EQF level is 4.

Units and credits/credit points
The units are:
- for the Tecnico Specialista in Tecnologie Wireless: Unit no. 13 “Characterize and formalize TLC system
    requirements”
- for the Software design curriculum: Units: 2.2.14 Networks and programming network applications and
    2.2.15 Application types.
The total credit points recognised for the completion of the two units of the estonian course is 8 ECVET
credits points corresponding to the complete Unit 13.

Typology of Learning in each Vocational Qualification
a) For Tecnico Specialista in Tecnologie Wireless the description of the units is the following:

FORMATIVE UNIT N° 13
Characterize and formalize TLC system requirements
SKILLS MINIMUM STANDARD
The technician is able to:
1. Interact with customer and context, characterize TLC network requirement
2. Formalize functions and architectures requirements
3. Estimate the network in terms of relationship cost/benefits
4. Write analysis documents
5. Use Computer-Aided Software Engineering (CASE) to formalize and manage demands
6. Apply languages, display methods, norms and classification of the information.


In order "To interact with the customer and the context and characterize the TLC network requirement “
the technician has to know how to:


                                                      29
- Define formal interaction methods
- Understand customer requests according to context characteristics
- Identify whole system requirements
- Evaluate system requirements conforming to customer objectives
In order "To formalize requirement for functions and architectures“ the technician has to know how to:
- Apply principles, analyse methods, collect and classify requirements;
- Describe with formal methods and instruments network functional requirements;
- Represent network architectural requirements through formal instruments and methods.
In order " to estimate the network in terms of relationship cost/benefits “ the technician has to know to:
- Define the main parameters in order to evaluate the cost of a TLC network;
- Identify critical points and risks in a TLC network development, with special attention to costs;
- Identify benefits introduced by TLC technologies;
In order " To write up analysis documents “ the technician has to know how to:
- Define processes, data fluxes, devices and interfaces that fulfil requirements;
- Represent the processes behaviour;
- Define explicitly all exogenous and endogenous data in the model;
- Describe interconnections and devices that form a TLC system architecture;.
In order " To use Computer-Aided Software Engineering (CASE) to formalize and to manage the demands
 “ the technician has to know how to:
- Identify adequate software instruments in order to represent the system requirements;
- Model requirements and write analysis documents, using software tools to elaborate and simulate the
    described system.



In order to" Apply languages, display methods, norms and classification of the information           “the
technician has to know how to:
-   Identify and use national, European and extra-european laws, norms and regulations related to TLC;
-   Define the global glossary of used information.




B – Level declination
Be able to:

1. Interact with customer and context, characterize TLC network requirement
2. Formalize functions and architectures requirements
3. Estimate the network in terms of relationship cost/benefits
4. Write analysis documents
5. Use Computer-Aided Software Engineering (CASE) to formalize and manage demands
6. Apply languages, display methods, norms and classification of the information.

The technician must to show how to:                Indicators are:
 1
- interact with the customer and the contest to - The knowledge of norms, methods and customer
    define collecting methods and requirements         interaction.
- identify and describe requirements in a customer - Application of representational languages applied
    perspective, acquiring network users needs and     to models for the requirements description


                                                   30
     in tuning with the geographic and environmental
     context in which the system is built.
 2
- describe system requirements with formal
   methods, especially referring to logical -               Distinction between logic, functional, physical and
   architecture, functional characteristics, physical       behavioural models
   architecture, without forgetting relations with the -    Use of description and representational methods
   logical architecture also.
 3
                                                        -   Description of main cost parameters            and
-     individuate and elaborate the main elements that
                                                            evaluation methods
     contributes to costs and benefits in a TLC network
                                                        -   Execution of market analysis
     planning and development.
                                                        -   Writing of indicative costs tables.
 4
-    individuate and describe activities, data fluxes,
     devices, architectures, processes and interaction -    Autonomous writing of simple analysis documents
     mechanisms.
 5
-     individuate and use software instruments to
     develop specific documents on systems and -            Use of at least one CASE instrument
     applications.
 6
- individuate national and international standards -        The reference to national and international norms
   relate to TLC and environmental impact.                  related to TLC and environmental impact
- Understand the usefulness of a data dictionary   -        Writing and understanding of data dictionaries.


B – Level declination
Be able to:

1.   execute a research on market products necessary for network implementation
2. analyze a standard network wiring
The technician must to show how to:                     Indicators are:
1
                                                     -       Find hardware and software devices
-    search for products following customer needs
                                                     -       Knowledge of market products
-    evaluate the cost/performance ratio in hardware -       Knowledge of market products
     and software devices                            -       Evaluation of costs/performance ratio

2
                                                       -    Network description
-    describe standard architecture
                                                       -    Recognition of a network architecture
-    Describe materials and devices                    -    Components knowledge
     Plan working places dislocation


B - Level declination
Be able to:



                                                      31
1.     describe main WAN technologies
3.     describe how "bridging" and "routing" are connected in the OSI model
5.     describe several bridging and routing models and how they work
6.     describe routing protocols characteristics, to compare them and to estimate their
       performances
10. describe the 802.xx standard normalization aim
11. explain several LAN access methods
The technician must to show how to:                  Indicators are:
 1
- recognize various WAN networks architectures,
    technologies, services, used standards, services - Knowledge of WAN structures
    and applications
- recognize different WAN protocols and their - Knowledge of protocols formats for WAN
    formats                                              networks
- recognize WAN services: LABP, Frame relay,
                                                     - Description of implemented WAN technology.
    ISDN, HDLC, PPP
 3
- recognize internet working principles              - Describe bridging and routing principles
- recognize switching, bridging, routing and
                                                     - Description of bridging and routing principles
    gateway principles
- recognize bridging and routing protocols’ - Description of bridging and routing principles
    fundamentals                                         Knowledge of MAC and LLC levels functionality
- recognize ISO-OSI levels, and how they are
    hierarchically organized Know MAC and LLC
    levels functions      (Medium Access Control ,
    Logical Link Control)

5
                                                        -   Description of a bridge and a router functions.
-     Compare bridge and router work.
                                                        -   Choice between a bridge and a router.
6
                                                        -   Distinguish between different routers in sale
-     Choice between different routers on the market
                                                        -   Choice of the right router for the date application
-     identify protocols compatibles with routers       -   Ability to describe router compatible protocols.
-     identify routing algorythms characteristics       -   Find routing algorithms characteristics
-     Understand routing tables                         -   Capacity to understand a routing table
 10
-     identify problems managed by committees and
                                                      -     Evaluate LAN technology standards
      sub.committees
-     identify standards written by committees and -        Standards reading
      sub-committees IEEE 802                         -     Correct standards application
-     identify existing relations between OSI project
                                                      -     Comparison between OSI, EIA and IEEE standards
      and EIA Standard
 11
- identify IEEE 802.3 (CSMA/CD Carrier Sense
    Multiple Access-Collision Detection)
                                             -              Description of different access methods
- identify IEEEE IEEE802.4 (Token BUS)
- Know IEEE802.5 (Token Ring)

                                                       32
-   identify IEEE802.6 (DQDB Distributed Queue
    Dual Bus) FDDI Fiber Distributed Data Interface II


b. For Software design curriculum the Training Program Modules is the following:
     2.2.14 Networks and programming network applications Requirements for starting the module:
        none

Volume:
2 weeks

Aim
The learner understands and identifies wide-spread network models, different tasks of network protocols,
different network applications, solutions and tools.

Learning content
Network architecture, layers, data link layer protocols, working principles of network and transport layer
protocols, session layer protocols, presentation layer protocols, client server and P2P network model,
application layer protocols, network servers properties, network client, socket, types of network servers,
network performance management, multithreading, POSIX standard, input-output mechanisms, object-
oriented network solutions, RPC, IPC, firewalls, SSL clients and server, broadcasting, multicast solutions,
raw sockets, API (Operating System based and virtual machines (JAVA, .NET)).

Learning outcomes
Knows and identifies:
- the most used network models;
- tasks of different network protocols;
- properties of modern network servers;
- programming languages possibilities to build network applications.
Is able to:
 use ready network clients in network applications;
 use library of different network protocols;
 build network clients based on wide-spread protocols;
 build network servers;
 put many processes to exchange data;
 control network applications with scripting languages.

Evaluation and grading
Knowledge of main concepts (30%), resolving practical tasks (70%)
         2.2.15 Application types Requirements for starting the module: none

Volume
2 weeks

Aim
Teaching requests that the learner knows the architectures of applications, and recommends a simpler task
definition on the basis of an architecture suitable for the application.

Learning content
Application architectures, software application types, fields of applications



                                                      33
Learning outcomes
Learner knows:
- the architecture of applications, emphasize, distinctive features, advantages and disadvantages;
- the priorities and uses of fields of applications;
Is able to
- identify by the easier technical description the characteristics of the application architecture;
- recommend a simpler task definition on the basis of an architecture suitable for the application.

Evaluation and grading
Practical tasks (50%), graded assessment (25%), essay (25%).

Assessment, transfer and validation
All learning outcomes are recognised: formal learning, non-formal learning and informal learning.
Recognition of learning outcomes: skills demonstrations, competence-based-tests Special assessment:
special needs students, immigrant students

Validation/recognition agreement
The partners agree in the following procedures and processes are followed to ensure fair validation and
recognition (units and credits) and equal treatment.
The Technical Scientific Committee of the IFTS TECNICO SPECIALISTA IN TECNOLOGIE WIRELESS training
course has examined the training provision of the Estonian “Software design curriculum” and has
ascertained the equivalence of learning between the parts of training courses considered in this
agreement. Both partners identified the relevance of the units and the typology of learning to the
qualification involved on either side of the agreement.
The partners agreed that the teaching methodologies adopted in the considered training courses match the
requirements in both systems (IT and EE). Both partners recognize the vocational relevance or
occupational profile associated with the learning outcomes involved.
Both partners agreed upon the quantification of the credit allocation in 8 ECVET credit points. The duration
of the formal learning pathway is of four weeks.
This agreement shall become valid when it has been signed by the official persons from each partner.

Made in two copies, one for each partner.

Vicenza, 2009-__-__                                                  Modriku, 2009-__-__
_______________________                                        _______________________
Mr. Antonio Girardi                                                   Mr.__________



(Stamp)                                                                        (Stamp)




                                                    34
      CHAPTER 3




SIMULATION NL – UK




          35
36
                                            Simulation NL - UK

In the process of simulation between NL and UK we focused on the Qualification Network Manager EQF
Level 4. The simulation has been set up between KCH (with Training Centre Deltion College as partner) and
City College Birmingham.

Memorandum of Understanding
To develop and sign a Memorandum of Understanding and Mobility Agreement there’s the need to
develop and provide some documents. They can be divided as:
- Qualification Profile
- Certificate Supplement
- Information for students, teachers and work placement tutors
- Preparation
- Work placement
- Assessment
- Procedure
- Additional information.

Qualification Profile
Qualification profile, Network Manager, EQF 4, ECABO
- The beginning network manager works in ICT service companies or in the ICT department of other
    companies. He can also work in companies that specialize in data, transmission and
    telecommunications systems. He is responsible for the technical set-up of a network.
This Qualification profile is available as:
- Profile ICT English version
- Profile ICT Dutch version.

Certificate Supplement
Additional to the profile there is a Certificate Supplement Europass:
- (03) English version
- (04) Dutch version.

Information for students, teachers and work placement tutors
The Booklet en procedure work placement provides information:
- general information about work placement;
- a description of the professional profile;
- guidelines for assessing the work placement;
- an overview of the contents of each qualification;
- an assessment protocol for the work placement for each qualification.

Information
- (05) English version Booklet ICT Manager
- (06) Dutch version Booklet ICT Manager
- (07) Dutch procedure work placement abroad (incl. documents)

Preparation
Explanation of the Dutch structure
- (08) ENG Step by step guide for employers looking for a Dutch placement
- (10) ENG Checklist for preparing an international work placement
- (09) Dutch version document checklist for student



                                                     37
Work placement
The profile of a work placement trainer and information about the register of accredited companies.
- Work placement trainer
    • (11)       ENG Practical information Workplace Trainer
    • (12)       Dutch version
    • (13)       Company register (www.kch.nl)

Assessment
For the assessment this includes:
- Practical assignment
    • (14)     ENG ICT manager qualification profile 2007-2008
- Assessment
    • (15)     ENG Assessment knowledge/skills
    • (16)     Dutch version

Procedure
Documents procedure request mobility
- (17) Dutch version
- (18) ENG Placebility form for an apprenticeship in UK
- (19) Europass website
- (20) Dutch version Leonardo da Vinci subsidies
- (21) Insurnace Certificate for students
- (22) ENG Declaration by the host organization
- (23) ENG Practical Training Agreement –student/– TC
- (24) Dutch version P T agreement
- (25) ENG Assessment forms for report
- (26) Dutch Assessment forms

Additional information
- (27) ENG Vocational Education in the Netherlands
- (28) ENG Dutch educational system
- (29) ENG VET-courses in the Dutch context
- (32) ENG Dutch competence-based qualification system March 2009
- (33) ENG colo-bro-prepared-for-the –future
- (34) ENG SHL Universal Competency Framework
- (35) ENG ECABO qualification system
- (36) ENG Network Manager
- (37) ENG Digital Private Investigator
- (38) ENG ICT Assistant
- (39) ENG ICT Management Assistant
- (40) ENG ICT Manager
- (41) ENG Application Software Developer

Conclusions
In the process of simulation between the Netherlands KCH International and United Kingdom City College
Birmingham, we focussed on ICT Network Manager. In this process a lot of material is developed and
provided by the Dutch Training Centre Deltion College. The owner of the profile Is ECABO, a partner Centre
of Expertise in the Netherlands.
At this moment (2009) ECVET implementation is under construction. For this project it was not possible to
include Credit Points, although the structure of the Qualification supports the recognition of (sub)units and
the allocation of credit points. EQF level 4 is an indication, in the Netherlands we are devolving a National
Qualification Framework.

                                                     38
Important conclusions are that mobility based on the provided documents and structure/process is
possible. If taking in account that ECVET is not implemented yet, this simulation provides a lot of
advantages for the students. But also for the responsible partners involved in the simulation. The
simulation between NL and UK is based on work placement, with the use of documents from the sending
partner for assessment. This simulation could be extended as more ECVET friendly, if the sending partner
would accept the assessment done by and with documents form the receiving partner. This is a subject of
discussion in the Netherlands. The simulation itself would not change, an additional paragraph about
quality assurance would be necessary.
The benefit of this simulation for KCH can be found in the transfer of the structure of developed and used
documents for mobility of students in the trade sector. The documents itself can be used for mobility to EU-
countries, only the content of the profile has to be changed, the structure and process itself provides the
information necessary for mobility.
We will discuss these documents with the teachers and coordinators of Training Centre in the Netherlands
who are involved in mobility.
The memorandum of understanding and mobility agreement (and the structure of documents) will be used
as Transfer of Innovation to other projects, to start with the Recomfor/Cominter project.


                                      Memorandum of Understanding

Chapters
1. Nature of the sending and receiving institutions on either side of the transfer arrangement
2. Quality assurance framework
3. Equivalence of the learning involved on either side of the transfer arrangement. - VETLINKS
4. Units and credits/credit points
5. Validation/recognition agreement
6. Content to be considered

Nature of the sending and receiving institutions on either side of the transfer arrangement
Netherlands: KCH – Horapark 2 – 6717 LZ Ede / P.O. Box 7001 – 6710 CB Ede
KCH is the centre of expertise for vocational training courses in the retail, wholesale and international trade
sectors.
Working in collaboration with companies, trade organizations and the vocational training sector,
Kenniscentrum Handel ensures that the training courses are correctly geared to the relevant vocation and
the requirements of the labour market.
To this end, Kenniscentrum Handel performs labour market research and develops and maintains the
national qualification structure for existing and new vocations in the trade sector.
KCH also develops examinations for the various vocational training courses. Approximately 40,000 trainees
follow a course in the trade sector each year.
KCH advises companies on the form and content of practical training. There are approximately 29,000
training companies accredited by KCH and which offer trainees from public and private educational
institutes excellent alternatives for learning their vocation in practice.
KCH employs 150 professionals, divided between the office, which is established in Ede in the Netherlands,
and the field service.

England: City College Birmingham, 300 Bordesley Green, Birmingham, B9 5NA
City College Birmingham (CCB) is a General Further Education College. It offers a range of vocational
training courses which includes motor vehicle sector, construction crafts, hairdressing, beauty therapies,
health and social care, childcare and also some academic qualifications at GCSE, ‘A’ levels, Higher National
Diploma (HND) and Foundation Degree.



                                                      39
All qualifications delivered by the college have been authorised by the respective awarding bodies
(examination boards). In turn the college has had to apply to these awarding bodies to obtain approval
from them to deliver these qualifications.
The college mainly delivers courses on its campuses, but a few courses are delivered at the venues of some
of its partners. CCB also has links with employers delivering training and qualifications to those employees.
The college employs 500 staff in total and they are spread over 10 campuses.

Quality assurance framework
Netherlands: KCH
The competency-based qualification structure that is used in the Netherlands is the link between the labour
market and the programmes for vocational education and training in senior secondary vocational
education. All jobs and functions are described in occupational profiles. These occupational profiles form
the basis for the qualification files. Employers and employees together determine which jobs and
qualification contents form part of the qualification structure. It has been legally established that
employers, employees and education are involved in the description of the qualifications. They consult on
these matters within the Centres of Expertise.




Standard (criterion) quality assurance Inspection of Education
Standard 1:     Confidence of Employers and employees in quality examination
Standard 2:     Guarantee the expertise of people involved
Standard 3:     Tools for examination fulfil demands of QP
Standard 4:     Tools for examination are valid
Standard 5:     Procedures are valid
Standard 6:     Quality Assurance
Standard 7:     Legal aspect

England: City College Birmingham
The competency-based qualification structure that is used in the United Kingdom is governed by the
Qualifications and Curriculum Authority (QCA). The QCA oversees all nationally recognised qualifications.
Vocational qualifications are overseen by the Qualifications and Credit Framework (QCF) which is in the
process of reorganising the structure of vocational qualifications and levels. Before any qualification gets
onto the QCF they will have been submitted by the Awarding Body (examination body) responsible for that
qualification. The awarding body will have liaised with educational and training organisations regarding the
relevance of the qualification. They will have to consult with a wide range of groups and partner
organisations and developed the quality checks and systems required to assure the QCA that there is


                                                     40
relevance, rigour and reliability and objectivity in offering such a qualification. There are similarities with
the system in the Netherlands.

Equivalence of the learning involved on either side of the transfer arrangement. - VETLINKS
Netherlands: KCH - ICT Manager
Profile: The System manager is an ICT-generalist, active in the fields of procedures and hardware and
software. As the central figure within the automation department, he/she is involved in the management,
security and maintenance of the automated information system. He/she is responsible for management of
both applications and infrastructure. The System manager is also tasked with introducing new software.
He/she draws up guidelines and procedures for the management and use of the systems, and ensures that
they are in fact implemented. He/she assists application managers and other system users. Together with
his/her colleagues, he/she searches for solutions to automations problems.

The qualification, level 4 of the Dutch VET qualification structure is comparable with ISCED level 3A.In the
Netherlands, this level is described as follows: Middle management courses (qualification level 4) call for
non job-specific skills such as tactical and strategic capacities. The middle management employee bears his
or her own responsibility, which responsibility is not only related to practical implementation in terms of
monitoring and supervision, but also more formal, organisational responsibility. The range of tasks also
includes thinking up
new procedures.
Detailed information profile available in Booklet ICT manager

England: City College Birmingham - ICT Manager
The System Manager in the UK is similar to the System Manager in the Netherlands. The role of that
person is an ICT generalist as stated above, so it is not proposed to add anymore to the above.

Units and credits/credit points
Netherlands: KCH
At this moment Credit points are not implemented in the Dutch Qualification Systems.
Units:
1. Developing (parts of) data processing systems
         1.1 determining the information need
         1.2 delivering the design of (parts of) a data processing system
         1.3 drawing up an action plan
         1.4 realizing a test environment
2. Implementing (parts of) data processing systems
         2.1 drawing up an implementation plan
         2.2 executing the implementation plan
         2.3 supporting acceptation tests
         2.4 evaluating the implementation
3. Managing (parts of) data processing systems
         3.1 preventing malfunctions
         3.2 locating and remedying malfunctions
         3.3 handling incident reports
         3.4 drawing up and controlling procedures
4. Setting up and organising a service desk
         4.1 putting a service desk into operation
         4.2 managing a service desk
         4.3 drawing up user instructions

Detailed information available in booklet ICT manager


                                                      41
England: City College Birmingham
At the present time City College Birmingham does not offer a dedicated ICT level 4 qualification for the ICT
Manager role. However, the college does offer related ICT qualifications at level 3 and a Foundation
Degree (Fd) in Software Development. This means that there is appropriately qualified staff that can assess
some units and parts of units in the work placement environment. City College Birmingham is better
placed to offer the work placement opportunities in our management information systems team and our
information technology technical support team.

Validation/recognition agreement
Netherlands: KCH
For validation and recognition of the assessment of Learning Outcomes the teachers and coaches of (name
college) will use the forms provided by the Dutch partner, available in booklet ICT Manager.
England: City College Birmingham
In light of the City College Birmingham response to section 4 above, the college would, if appropriate, use
the forms provided by the Dutch partner, available in the booklet ICT Manager.
Content to be considered
a. The units and the typology of learning (defined in terms of knowledge, skills and wider competences),
     enabling both partners to identify the relevance of the learning to the award or qualification involved
     on either side of the agreement
b. The nature of the learning process involved – i.e. the proportion of non-formal / formal learning
     (density) or the proportion of theory / practice (mode)
c. The vocational relevance or occupational profile associated with the learning outcomes involved.
d. The validation and recognition agreement. The partners describe what procedures and processes are
     followed to ensure fair validation and recognition (units and credits) and equal treatment.
e. The quantification of the credit allocation

The volume of the learning activities, regarding one or several formal learning pathway of reference (typical
formal learning pathway) and the number of credits to be obtained.




                                                     42

								
To top