Self Assessment Tests
Module 1 and 2 are informative modules so they do not have an assessment part.
Module 3 - Test
Module 4 - Test
Module 5 - Test
Module 6 - Test
Module 7 - Test
Module 8 - Practical activity - preparation of own e-shop (see Module 8 final part)
Module 9 - Practical activity - intership/apprenticeship scheme of 120 practical hours
Final Control Tool
Upon successful completion of the H-CARE training course we are kindly asking you to provide your evaluation and feedback with regards to your experience as a learner.
You may download the respectful questionnaire from the links below and as soon as you completed them please send them back to e-mail: email@example.com
Evaluation questionnaires learners EN version
Evaluation questionnaires - trainers EN version
CONTROL TOOL DESCRIPTION
1. Aims and Objectives of the H-CARE control tool.
This section is presenting the framework of the development of the H-CARE EQAVET qualification validation control tool. It is targeted to unemployed graduate adults (18+) who are seeking employment in the Health Care and Food Supplements sectors and also to current employees at aforementioned sectors who would like to increase their sales skills and competitiveness. The control tool could be use also by VET training centres who would like to organise dedicated trainings in the field of Health Care and Food Supplements sales which so far is a current gap of availability of such of training resources on European level. In addition trade companies (SMEs) in the field of Health Care could use it as an assessment mechanism for their current or new employed staff which will ensure that their employees are competent in provision of services to clients with disabilities and their families which in addition could increase the performance sales level of their companies.
Upon successful completion of the training each learner should ask the local Coordinator to receive an access to the control tools for modules 3,4,5,6,7 and 8.
2. EQAVET system and its indicators.
2.1 What is EQAVET?
This document will present the basic concept of the EQAVET (European Quality Assurance in Vocational Education and Training). EQAVET is a community of practice bringing together Member States, Social Partners and the European Commission to promote European collaboration in developing and improving quality assurance in VET by using the European Quality Assurance Reference Framework (EQARF). Used holistically, the EQAVET indicators are designed to support the strengthening of a culture of quality assurance within VET systems (reference: 2010, the Recommendation on the European Quality Assurance Reference Framework in Vocational Education and Training - EQAVET Recommendation).
2.2 National VET systems and EQAVET.
Moreover, national VET systems and providers vary from country to country and their practices are likely to mirror the very different conditions in which they operate. The fact remains, though, that no matter the national conditions, Member States seek to be effective, to work efficiently and to respond to the emerging challenges in the labour market as adequately as possible.
Because quality of VET courses is a multi-dimensional phenomenon, it is suggested that the set of ten indicators is applied in the different phases of the cycle, not as a succession of independent units, but as an integrated cluster of systematic practices designed to improve VET systems and providers‟ performance. (EQAVET Indicators toolkit).
2.3 EQAVET indicators
According to the EQAVET indicators toolkit the following 10 indicators have been developed on EU level:
Indicator no 1
Relevance of quality assurance systems for VET providers:
(a) share of VET providers applying internal quality assurance systems defined by law/at own initiative;
(b) share of accredited VET providers.
Indicator no 2
Investment in training of teachers and trainers:
(a) share of teachers and trainers participating in further training
(b) amount of funds invested
Indicator no 3
Participation rate in VET programmes:
Number of participants in VET programmes (1), according to the type of programme and the individual criteria (2)
For lifelong learning: percentage of population admitted to formal VET programmes.
(2) Besides basic information on gender and age, other social criteria might be applied, e.g. early school leavers, highest educational achievement, migrants, persons with disabilities, length of unemployment.
Indicator no 4
Completion rate in VET programmes:
Number of persons having successfully completed/abandoned VET programmes, according to the type of programme and the individual criteria
Indicator no 5
Placement rate in VET programmes:
(a) destination of VET learners at a designated point in time after completion of training, according to the type of programme and the individual criteria (3);
(b) share of employed learners at a designated point in time after completion of training, according to the type of programme and the individual criteria
Indicator no 6
Utilisation of acquired skills at the workplace:
(a) information on occupation obtained by individuals after completion of training, according to type of training and individual criteria
(b) satisfaction rate of individuals and employers with acquired skills/competences
Indicator no 7
Unemployment rate (4) according to individual criteria
(a) Individuals aged 15-74 without work, actively seeking employment and ready to start work
Indicator no 8
Prevalence of vulnerable groups:
(a) percentage of participants in VET classified as disadvantaged groups (in a defined region or catchment area) according to age and gender
(b) success rate of disadvantaged groups according to age and gender
Indicator no 9
Mechanisms to identify training needs in the labour market:
(a) information on mechanisms set up to identify changing demands at different levels
(b) evidence of their effectiveness.
Indicator no 10
Schemes used to promote better access to VET:
(a) information on existing schemes at different levels
(b) evidence of their effectiveness
The various indicators, therefore, focus on improving different aspects of VET, even if there are limitations to measuring VET outputs and outcomes and their quality. Thereof, the application of the EQAVET indicators is regarded as one of the major challenges to be addressed by stakeholders in the implementation of the EQAVET Recommendation particularly by Member States which need to cater for multiple levels of the indicators’ use ranging from VET policy makers to providers.
The Bruges Communiqué (2010, p.3) reinforces these objectives by stating: “Initial and continuing VET share the dual objective of contributing to employability and economic growth, and responding to broader societal challenges, in particular promoting social cohesion” as stated in the Recommendation of the European Parliament and of the Council on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training – EQARF VET (Introduction to the Annexes, para.5). In particular in the H-CARE project the opportunity of Hotel and Catering sectors to attract clients with disabilities will rise social awareness and increase level of social inclusion of these disadvantaged groups. For Hotel & Catering sectors, it gives the chance to widen their offer, increase of the competitiveness both of addressed services as a whole and position of particular employee involved in the project on the European labour market.
3. H-CARE control tool and its connection with the EQAVET indicators’ implementation.
The H-CARE project has produced current EQAVET control tool in order to support the implementation of the EQAVET indicators No: 6 & 10.
The new job core profile “Salesperson of medical devices, assistive technologies and food supplements” is giving a chance to develop necessarily workforce in the field of sales in the Health care sector. In addition H-CARE training programme will improve the knowledge, skills and competencies of the existing staff of sales companies which will widen their offer and to increase the competitiveness both of addressed services as a whole to offer fully accessible services to all customers. H-CARE also is giving the possibility for mobility of the workforce involved in the project on the European labour market.
3.1 Indicator No 6: Utilisation of acquired skills at the workplace
It is an outcome indicator which assists in increasing the employability of VET learners, in improving the responsiveness of VET to the changing demands of the labour market and in supporting adapted training provision, particularly for disadvantaged groups (p. 54 Recommendation EQAVET document) in Health care sector. H-CARE project implements sub-indicator (a) - information on occupation obtained by individuals after completion of training, according to type of training and individual criteria – successful completion of the control tools will validate obtained knowledge, skills and competencies by jobseekers and employees in the field of trade of medical devices for home use, assistive technologies and food supplements which will ensure high quality of services and increasing the income for the companies by the increasing level of clients with disabilities.
In addition it also implements sub-indicator (b) - satisfaction rate of individuals and employers with acquired skills/competences. Those control tools served as a recognition procedure which the employers (trade companies, SMEs in the health care sector) could use as a tool to assess the level of knowledge, skills and competencies by their current staff or while recruiting new personnel.
Which data elements are needed to generate this indicator?
- Number of H-CARE VET completers (by gender, education/qualification levels and training domain) of a given sector who, within the period from completing the H-CARE VET programme, sustain or find a relevant occupation.
- Total number of H-CARE VET programme completers.
- Number of employers who are satisfied with the acquired skills/competences.
- Total number of employers of that given sector.
This indicator exists also in the Bulgarian and Romanian (IVET system) frameworks of EQAVET implementation indicators namely “This indicator is included in the national model for quality assurance in VET. VET institutions may organize self-assessment based on this indicator. Existing information is partial and is not designed as a system.” This indicator is used by individual VET providers to optimize the management and quality assurance which is also the case of H-CARE project’s partners. In Turkey such EQAVET policy implementation is still not applied but the Turkish partner will take the know-how from the European experience.
In Austria they have use similar to EQAVET system policy called GD VET. Courses such as H-CARE are part of “Bridge courses” settlement which are offered by adult education institutions recognised by the BMUKK (e.g. vocational training institutes [bfi], economic promotion institutes [WIFI], adult education centres [Volkshochschulen]) and some VET schools and colleges. In principle, exams set by VET schools and colleges and their special forms for people in employment, including the Reife- und Diplomprüfung and the final examination of VET school, can be taken without prior school attendance.
It is a process indicator which assists in supporting accessibility and adapted training provision of VET, including disadvantaged groups (p. 71).
H-CARE project implements sub-indicator (b) - evidence of their effectiveness – H-CARE project with its results including the control tools is ensuring better access to VET in terms of acquision of specific knowledge, skills and competencies in terms offering reliable and accessible services for people with different types of disabilities and their families. Their effectiveness of course will be evaluated during practical activities at Apprenticeship stage which should confirm the level of competencies monitored by the aforementioned control tools.
Utilisation of acquired skills at the workplace:
- Percentage of VET programme completers working in Health care sales sector;
- Percentage of existing employees of a given sector who, within a period for from completing the VET programme, find that their training is relevant for their current occupation;
- Percentage of employers of a given sector who are satisfied to find H-CARE VET programme completers with relevant qualifications and competences required for the work place in terms of servicing people with disabilities;
Which data elements are needed to generate this indicator?
This is a qualitative indicator that requires investigation on which schemes/measures, both at system and VET training providers' level, are capable of addressing the issue of improving access and equity in VET;
Another valuable element to generate this indicator is to demonstrate how H-CARE VET course links to improved employment and individual and societal development outcomes.
This indicator is included in the Bulgarian model for quality assurance in VET. VET institutions may organize self-assessment based on this indicator.
3.3 Implementation of indicators in the frame of H-CARE project.
Despite the fact that H-CARE is not a project aiming to improve national policy the produced control tools are supporting improvement of the policy of servicing people with disabilities on National level in terms on non-formal and informal training courses implemented by the project partners of H-CARE project.
In particular, and in so far as the indicators are concerned, different stakeholders may have differing priorities, different levels of knowledge and ability and/ or willingness to use them but, because the EQAVET indicators are an organic part of the EQAVET approach to Quality Assurance, they need to be applied both at system and providers‟ level in the field of provision of medical devices, assistive technologies and food supplements to clients with disabilities and their families.
Moreover, the use of the indicators in the different phases of the quality cycle leads to assists the users‟ developmental thinking, i.e. it can help H-CARE stakeholders with asking their own questions, gathering and analysing their own data from the control tools and using their own information and evidence as part of their self - review and decision making while servicing people with disabilities.
The control tools have been developed as a mechanism for feedback and assessment and certification of the knowledge, skills and competencies acquired in the testing phase. They consist of number of compulsory closed questions which will define real situations about servicing clients with disabilities as well as possible solutions to be solved.
The H-CARE consortium developed specific control tools for didactical modules (3, 4, 5, 6, 7 and 8) except for module 1 which is the introduction to the course material, module 2 which presents legislative framework on EU and national level and module 9 which is a practical apprenticeship programme by its nature and function.
Each trainee should select the most appropriate solution based on the knowledge, skills and competencies obtained during the testing phase.
A minimum of 70% correct answers per tool will give the opportunity to the trainee to pass successfully this phase.
While at the end of the pilot training there will be one final control tool which will consist of 2 cases per module where the trainee should select the most appropriate solution. Each case will consist of number of compulsory closed questions which will define real situations about servicing clients with disabilities as well as possible solutions to be solved. Each trainee should select the most appropriate solution based on the knowledge, skills and competencies obtained during the testing phase.
Those who passed successfully all 6 control tools and the final assessment will be certified with a certificate for successful completion of the VET Course for Salesperson of “Medical devices, assistive technologies and food supplements”.
Access to Education and Training
DEFINITION 1: Conditions, circumstances or requirements (e.g. qualification, education level, skills or work experience, etc.) governing admittance to and participation in education and training institutions or programmes.
SOURCE: Terminology of European education and training policy- a selection of 100 key terms CEDEFOP, 2008. Luxembourg: Office for Official Publications of the European Communities.
Assessment of learning outcomes
DEFINITION: The process of appraising knowledge, know-how, skills and/or competences of an individual against predefined criteria (learning expectations, measurement of learning outcomes). Assessment is typically followed by validation and certification.
SOURCE: Terminology of European education and training policy- a selection of 100 key terms. CEDEFOP, Luxembourg: Office for Official Publications of the European
DEFINITION 1: The extent to which the intervention‟s objectives in the field of VET were achieved, or are expected to be achieved, taking into account their relative importance. SOURCE: Adapted from Glossary of key terms in evaluation and results based management. OECD, Paris, 2010.
DEFINITION 1: Employability refers to a person's capability of gaining employment. On the one hand a person's employability depends on the knowledge, skills and attitudes of this person. On the other hand labour market rules and institutions have significant impact on the ability of an individual to gain employment. Hence, a person with the
same knowledge and skills characteristics might fare very differently in different national or regional labour markets.
DEFINITION 1: Signal that reveals progress (or lack thereof) towards objectives; means of measuring what actually happens against what has been planned in terms of quantity, quality and timeliness. An indicator is a quantitative or qualitative variable that provides a simple and reliable basis for assessing achievement, change or performance.
SOURCE: Handbook on monitoring and evaluating for results. UNDP, Evaluation Office, New York, 2002.
DEFINITION 2: Quantitative or qualitative factor or variable that provides a simple and reliable means to measure achievement, to reflect the changes connected to an intervention in the field of VET, or to help assess the performance of a VET actor.
SOURCE: Adapted from Glossary of Key Terms in Evaluation and Results Based Management OECD, Development Co-operation Directorate, Paris, 2010.
DEFINITION: Learning resulting from daily activities related to work, family or leisure. It is not organised or structured in terms of objectives, time or learning support. Informal learning is in most cases unintentional from the learner‟s perspective.
– informal learning outcomes do not usually lead to certification but may be validated and certified in the framework of recognition of prior learning schemes;
– informal learning is also referred to as experiential or incidental/ random learning.
SOURCE: Terminology of European education and training policy-a selection of 100 key terms CEDEFOP, Luxembourg: Office for Official Publications of the European Communities, 2008.
DEFINITION 1: The set of knowledge, skills and/or competences an individual has acquired and/or is able to demonstrate after completion of a learning process, formal, non-formal or informal.
SOURCE: Terminology of European education and training policy-a selection of 100 key terms.. CEDEFOP, Luxembourg: Office for Official Publications of the European Communities, 2008.
Non- formal learning
DEFINITION: Learning which is embedded in planned activities not explicitly designated as learning (in terms of learning objectives, learning time or learning support). Non-formal learning is intentional from the learner‟s point of view.
– non-formal learning outcomes may be validated and lead to certification;
– non-formal learning is sometimes described as semi-structured learning.
SOURCE: Terminology of European education and training policy- a selection of 100 key terms. CEDEFOP, Luxembourg: Office for Official Publications of the European Communities, 2008.
DEFINITION: Outcome indicators measure the quantity and quality of the results achieved through the provision of VET.
SOURCE: Adapted from Performance Monitoring Indicators -A handbook for task managers. Operations Policy Department, World Bank, Washington, D.C., 1996.
DEFINITION 1: Quality assurance is an organisation's guarantee that the product or service it offers meets the accepted quality standards. It is achieved by identifying what "quality" means in context; specifying methods by which its presence can be ensured; and specifying ways in which it can be measured to ensure conformance.
SOURCE: ESS Quality Glossary 2010, Developed by Unit B1 "Quality; Classifications",
Quality assurance in VET
DEFINITION: Activities involving planning, implementation, evaluation, reporting, and quality improvement, implemented to ensure that education and training (content of programmes, curricula, assessment and validation of learning outcomes, etc.) meet the quality requirements expected by stakeholders.
Source: Glossary: quality in education and training, CEDEFOP, Luxembourg: Publications Office of the European Union, 2011.
DEFINITION: The self-assessment is a comprehensive, systematic and regular review of an organization’s activities and results referenced against a model/framework, carried out by the organisation itself.
SOURCE: ESS Quality Glossary 2010, Unit B1 "Quality; Classifications", Eurostat, 2010.
DEFINITION 1: People, groups or entities that have a role and interest in the objectives and implementation of a VET policy or programme. They include the community whose situation the policy or programme seeks to change; staff who implement activities; policy and programme managers who oversee implementation; decision-makers who decide the course of action related to the policy or programme; and supporters, critics and other persons who influence the policy or programme environment
SOURCE: Adapted from Handbook on monitoring and evaluating for results, Evaluation Office, UNDP, NY, 2002.
Vocational education and training (VET)
DEFINITION 1: Education and training which aims to equip people with knowledge, know-how, skills and/or competences required in particular occupations or more broadly on the labour market.
Source: adapted from European Training Foundation, 1997.
SOURCE: Terminology of European education and training policy-a selection of 100 key terms. CEDEFOP, Luxembourg: Office for Official Publications of the European Communities, 2008.