RISULTATI RICERCA

The ECVET-Trainer project is aimed at facilitating the understanding of the ECVET model by VET trainers and centres in the four key productive sectors of the EU (agriculture, industry, construction and services). The contribution of VET teachers and trainers (hereafter VET trainers) to the European policies of Lifelong learning is widely known, as well as their acknowledgement as key stakeholders for the goals of the ET2020 and for the implementation of ECVET model and other European instruments, based on a learning outcomes approach. Up to now, VET teachers and trainers have not been officially involved in the implementation of ECVET. In some countries developing projects and pilot experiences, trainers have collaborated on the design of the different elements of ECVET, such as in the description of learning outcomes. In the development ECVET it is expected that they can assume tasks for assessing learning outcomes and develop guidance activities. One of the most important findings of this project deal with the possible role of VET teachers and trainers would assume in the development of ECVET taking into account the different principles of this credit methodology: description of qualifications, desing of units of learning outcomes, allocation of ECVET points, collaboration with competent institutions, participation in the Memorandum of Understanding and development of Learning agreements, assessment of learning outcomes and their contribution in the relation between ECVET and ECTS methodologies.

This articles presents the process of validation of knowledge, skills and competences recently introduced in Bulgaria. The National Strategy for Lifelong Learning for the period 2014 - 2020, defines the priority areas for Bulgaria and guidelines for future development in this area. The document envisages creating the conditions for sustainable development of learning opportunities, building of efficient relationships between the education system and competences acquired in formal education in one hand and on the another hand skills acquired in informal way and through formal learning, especially at work place. This priority is linked to the updated National Employment Strategy of Republic of Bulgaria for the period 2008-2015.

This article is based on the results of Leonardo TOI project, +APL - More flexible VET systems based on the assessment of prior learning. Some of the specific aims of this project were, testing and evaluating RVCC (Recognition, validation and certification of competences) methodology and tools in each partner country (Poland, Italy, Bulgaria, Germany and Spain) through a pilot session, and developing a guideline to boost the transferability to other European countries of RVCC methodology and tools as an APL innovative model. To succeed in this each partner country has accomplished a national pilot session with VET teachers/ trainers/guidance professionals and has compiled a national pilot feedback and evaluation report. The national reports led to the development of a common guideline based on national piloting experiences with the aim of boosting the transferability to other European countries of RVCC methodology and tools as an APL innovative model for future APL professionals. From national pilot evaluation reports have come relevant recommendations and indications as considerations about the methodology to build and train the future APL Staff, the interaction between various organizations involved and stakeholders, the organization of the whole APL process (human resources, financial issues, centralized/decentralized etc.), the reception and comprehension of the tools by people working in the field and, finally, the possibilities of implementation at local, regional or national level.