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1
ECMO Guide for organizing all phases of a mobility project
according to ECVET criteria
Franz Worschech, Tomas Sprlak, Grzegorz Szarowski, supported by the ECMO-Team
Summary
ECVET provides added value to Europass Mobility
At present, section 5 of the Europass Mobility allows transparent documentation of skills and
competence acquired abroad. Compared to this, an ECVET-compatible documentation offers more, as
it allows the transfer of learning outcomes from one qualification system to another. In this way,
mobility projects gain additional value: learning results acquired abroad will not only be documented
but will also be validated and will be able to be recognized and integrated into the qualifications
pathway which a learner is undertaking in his/her home country.
The task
Filling in the Europass Mobility according to ECVET is not an easy job for those who are in charge of
organizing mobility. To achieve an ECVET-compatible section 5 the following steps are required:
Definition and description of units of learning outcomes
Assessment of units of learning outcomes
Validation and documentation
In addition: In order to ensure that these tasks are carried out to the required standard of quality, the
whole mobility process has to be organized from the beginning according to the requirements of
ECVET. ECMO recommends using the ECVET users’ guide1 as an overall guideline for the whole
process. To ensure a common language between partners, ECMO refers to the terminology used in this
users’ guide, which in turn corresponds to the glossary to be found in the annex of the EQF
recommendation.
1 For more information see http://www.ecvet-team.eu/de/node/750 (accessed 01.10.2012)
2
This guide …
… provides support for teachers and trainers in filling in section 5 of the Europass Mobility and
organizing all phases of a mobility project according to ECVET. The type and scope of the support
provided might differ depending on target group and purpose of the mobility, and also on the structure
of the qualifications systems involved:
a) “Either the qualifications system uses units of learning outcomes…” or
b) “The qualifications system does not use units, or the existing units cannot be used. In such
case, it may be possible to create ‘units for mobility’…’units for mobility’ could concern some
of the learning outcomes of the full qualification…”
c) “A third option can be envisaged where the unit(s) achieved abroad is (are) recognized as
additional credit.”
Source: European Commission 2011, page 13
The ECMO guide takes this existing diversity into account. It is structured as follows:
I. “ECMO Guide for organizing all phases of a mobility project according to ECVET criteria”
Part 1: How to provide “units of learning outcomes” for the mobility project
Part 2: How to assess learning outcomes of the mobile learner
Part 3: How to validate and recognize learning outcomes
Part 4: ECVET meets Europass Mobility
II. Service
The service part contains relevant instruments in the appendix, references and useful links.
3
I. “ECMO Guide for organizing all phases of a mobility project
according to ECVET criteria”
ECMO Guide Part 1:
How to provide “units of learning outcomes” for the mobility project
The provision of units of learning outcomes is one of the main elements of ECVET. The European
Credit System for Vocational Education and Training (ECVET) is “a device in which qualifications
are expressed in units of learning outcomes to which credit points are attached, and which is combined
with a procedure for validating learning outcomes. The aim of this system is to promote:
– mobility of people undertaking training;
– accumulation, transfer and validation and recognition of learning outcomes (either formal, non-
formal or informal) acquired in different countries;
– implementation of lifelong learning;
– transparency of qualifications;
– mutual trust and cooperation between vocational training and education providers in Europe.”
CEDEFOP Glossary 2008, page 73).
The provision of units of learning outcomes is based on an awareness about the specifications of the
VET and qualifications systems involved. The procedure of agreeing on the content of a specific
mobility period, in the form of “units of learning outcomes”, takes place between the home and the
hosting organization(s). They “agree what the learner(s) will learn abroad and how these learning
outcomes will be integrated into learners’ qualifications” (European Commission 2011, page 13). The
result of this process will be stipulated in the learning agreement as part of a Memorandum of
Understanding and will form a contractual agreement between both the institutions involved and the
learner.
Definition:
“ ‘Unit of learning outcomes’ (unit) means a component of a qualification, consisting of a coherent set
of knowledge, skills and competence that can be assessed and validated.”
(EUROPEAN COMISSION. ECVET Recommendation, 2009b, p.14)
ecmo
4
Please note: What units are – and what they are not!
Units are …
Parts of qualifications (units = clusters of
competences)
…described in terms of knowledge, skills
and competence
…assessed and validated
Units are NOT specifications of
How training is organized in companies
and/or schools (didactics, methods)
The sequences in which knowledge,
skills and competences have to be
acquired
Part 1.1: How to identify units of learning outcomes
As a condition for transfer and recognition of learning outcomes partners need to identify whether
these outcomes are appropriate within both systems. According to the ECVET users’ guide II, the
nature of these units will “depend on the qualifications system in the home institution.” (European
Commission 2011, p. 13) They must be validated and recognized there; but they have, nevertheless,
also to fit the qualifications system in the host country, because there, the learning process has to be
organized in such a manner that the units of learning outcomes aimed at can in fact be achieved and
assessed.
In a first step, qualifications similar in nature have to be identified. “…This can be done by
looking at their level (using EQF), the occupation these qualifications lead to, and the learning
outcomes of the qualifications” (ECVET users’ guide I, European Commission 2009, page
40).
The next step is to identify key activities that are common in both qualifications systems and
to describe them in terms of learning outcomes. A feasible way to achieve this can be the
working-out of an agreement between the institutions involved: the sending institution can
propose the learning units for the mobility and the receiving organization can show what can
be offered.
This process of comparing qualifications and identifying key activities was indeed carried out in the
ECMO project. See examples given by the Polish and German partners (Appendix 1 & Appendix 2)
The process of identifying units of learning outcomes might differ depending on the qualifications
systems involved:
In the case where “the qualifications system does not use units, or the existing units cannot be
used for mobility purposes” (L.c.) it is recommended that suitable “units for mobility” be
looked for among those units already created in earlier ECVET projects. In the case where
suitable matrices cannot be found, experienced VET experts can take over the task of creating
5
units of learning outcomes2. In ECMO, three matrices from the HoReCa sector were put at
partners’ disposal:
- Competence Matrix “professional caterer” (Appendix 3)
- Competence Matrix “cook“ (see ECVET Tour project)3
- Competence Matrix “Hotel- and restaurant-trade commercial assistant” (see ECVET Tour
project)4
Based on these matrices, partners can select and agree upon units of learning outcomes or at least
on single learning outcomes for the mobility period.
In the case where “the qualifications system(s) involved already use(s) units of learning outcomes and
the credit to be achieved during mobility corresponds to a full unit (or several units) or part of a unit”
(L.c.) this process can be simplified.
Part 1.2: How to define units of learning outcomes
Once the process of identification of common tasks and working processes is completed, the next step
is to define the related units of learning outcomes. There follow some criteria for their definition:
Unit of learning outcomes should be defined in such a way that they can be acquired
independently from other units.
Units of learning outcomes should involve all the learning outcomes required; they should
describe the technical/vocational competences as well as the social and personal competences.
Units of learning outcomes should be structured and dimensioned in such a way that the
learning outcomes aimed at really could be acquired during the lifetime of the mobility
project.
Units of learning outcomes should be assessable. Criteria for their assessment should be
indicated.
(See “Guidelines for describing units of learning outcomes”, 2011, p. 3 ff.)5
2 Please note! The development of competence matrices is a demanding task. It requires a huge amount of work and expert
knowledge. ECMO partners came to the conclusion (see minutes of the Lyon workshop) that the development of matrices
should only be recommended if qualified VET experts can take on this task. If this proves not to be possible, different ways
should be looked for, e.g. use of existing matrices, examples or databases where learning outcomes can be looked up.
3 http://www.ecvet-tour.eu/pdfs/neu_20102010/Matrix_Cook_EN.pdf (accessed: 08.10.2012)
4 http://www.ecvet-tour.eu/pdfs/neu_20102010/Matrix_HGA_EN.pdf (accessed: 08.10.2012)
5 Among other documents, this and the following paragraph refer to the “Guidelines for describing units of learning
outcomes”, created by the German ECVET Coordination point of the National Agency and available under:
http://www.ecvet-info.de/_media/Guidelines_for_describing_units_of_learning_outcomes.pdf (accessed on
01.10.2012). This guide gives a comprehensive description of the process of defining and formulating learning outcomes.
This document is also available in German (http://www.ecvet-info.de/de/249.php). In addition, it is recommended that users
study and continuously refer to the existing guides, where they can find further information on “outcome-oriented
description”, size of units of learning outcomes, the issue of taxonomies etc. Specific mention should be made here above all
6
Part 1.3: How to formulate Learning Outcomes6
It is important to formulate learning outcomes in such a way that they are understandable and
manageable for all persons involved. Agreement upon a “common language” is indispensable: the
terms used in a partnership should be defined with reference to a glossary; a reference system (e.g.
EQF) has also to be agreed upon.
There follow some basic rules that can facilitate mutual comprehension between mobility partners
while formulating learning outcomes:
Learning outcomes should be defined in a simple and unequivocal way. Most importantly, they should
be measurable and possible to assess. When defining learning outcomes, verbs in the active voice
should be used. Verbs like: understand, know, to be aware, appreciate should be avoided. Verbs
like: define, identify, describe, demonstrate, use and analyze are more adequate for formulations of
this sort and will be easier to measure.
For example, in order to define how the students can demonstrate their knowledge, such verbs as:
solve, evaluate, analyze can be used.
When defining learning outcomes it is necessary:
To begin the description of each outcome with a verb in the active voice (Student: enumerates
criteria, analyzes, demonstrates, explains, etc.)
To use only one verb in formulating one learning outcome (e.g. ‘Students apply knowledge of
infection control in medical equipment maintenance”)
To avoid verbs with too general or unclear a meaning, such as: to know, to understand, to
learn, to be aware, to become familiar, etc.
To avoid complicated sentences. If necessary, it is better to use more than one sentence, and to
be more specific in describing the learning outcome.
To make sure that the effects of a training relate to the overall learning outcomes of the study
programme;
To make sure that the learning outcomes are measurable and observable
To make sure that the learning outcomes are possible to assess
To take into account the time during which the results are to be achieved. They should not be
formulated too ambitiously. Check whether the stipulated time, and the means available to
achieve the results within this time, really are feasible;
of: e.g., The “ECVET Users’ Guide I” (chapter on units section A, p. 10 to 16, as well as examples given in section C) and
“Blooms Taxonomy”
6 Based on “Guidelines for describing units of learning outcomes”. For more information see: http://www.ecvet-
info.de/_media/Guidelines_for_describing_units_of_learning_outcomes.pdf (accessed on 01.10.2012).
7
To define how they will be judged, e.g. how it is to be established that the student did indeed
achieve the expected results. If the learning outcomes are defined in a general way, it will be
difficult to evaluate them effectively. If, however, learning outcomes are too specific, the list
may be too long.
To request the opinion of other teachers/lecturers and, if possible, former students. This may,
perhaps, help to determine whether the learning outcomes are defined properly and
reasonably.
Part 1.4: How to set up a learning agreement
A learning agreement is an important tool for the success of a mobility project. The parties involved
should record knowledge, skills and competences that are to be acquired within a mobility. This makes
the implementation phase of the mobility easier and the results can be evaluated using these criteria.
At this point the sending and the hosting institution should come to a learning agreement that is
satisfactory for both sides.
The sending institution should figure out what the trainees should learn during the mobility and keep
in mind, already at this stage, the recognition and validation process of the expected learning results.
The hosting institution should communicate the learning results that can be acquired, taking into
consideration the resources of the institution and the duration of the mobility.
It is also highly desirable that the trainees involved should be able to influence the content of the
learning agreement. In such a case, the expectations for the planned competence development can be
communicated, which can in turn increase the motivation to actively engage in this development.
Information about the educational systems and the curricula of the countries involved can be helpful in
organizing a mobility project.
However, the stakeholders involved do not necessarily have to be familiar with the educational
systems in Europe in order to manage this task. The knowledge, skills and competences that are
expected to be acquired should be formulated as learning outcomes. There are several tools that can
support the sending and the hosting institutions in the process of setting up a learning agreement, and
of documenting and recognizing acquired competences that are described as learning outcomes. For
these tasks, the VQTS matrices, learning outcome-oriented standards, or training curricula for specific
occupational area can be used.
In the case where a VQTS matrix has already been developed for the specific profession that is being
considered, it is suggested that it should be used, as it is an important tool that can support the process
8
of competence description. VQTS Competence Matrices describe learning outcomes for specific
occupational areas.7
As the competences are already formulated as learning outcomes, they can be used for the learning
agreement. This tool is also very suitable for the documentation of the development of competences,
as the learning outcomes described there are classified in terms of competence levels. It is therefore
possible to categorize the competence level of a trainee before the mobility starts, to agree upon a
competence level that it is expected will have been achieved once the mobility has been completed,
and to give this expectation a fixed form in the learning agreement. There also exists the possibility of
developing a VQTS matrix for the specific occupational area concerned. Here, however, it is
recommended that experts from the specific field be involved, who have experience of “learning
outcome”-oriented description of skills and competences.
However, it is not strictly necessary to develop a VQTS matrix, as other tools can be used as well.
As a basis for mutual understanding, standards in the specific profession – that are formulated as
learning outcomes and already exist for some occupations – can also be used. These standards can be
used as effectively as can VQTS matrices for setting up a learning agreement and documenting
learning outcomes.
In the case where these aforementioned tools are not available there also exists the possibility of using
available training curricula and of rewording the competences to be acquired in the mobility as
learning outcomes, in collaboration with the hosting and sending institution.
ECMO Guide, Part 2:
How to assess learning outcomes of the mobile learner
Part 2.1: Discussing assessment procedures/creating awareness
Introduction: Employability as the ultimate goal of evaluation
When evaluating a student, three complementary goals should be kept in mind:
1. Promoting personal recognition (self-knowledge and self-esteem, positive self-image).
2. Promoting social and professional recognition enabling access to training, to a working
position, promotion …This process is generally based on the evaluation and / or evidence
of competence
3. Preparing institutional recognition that leads to obtaining a diploma, a certificate etc.
7 For more information see: http://www.vocationalqualification.net/vqts/ (accessed, 19.07.2012)
ecmo
9
In terms of means and methods used, the personal recognition can be fostered by using a self-
evaluative approach that implies an active involvement of the student. In order to achieve social and
institutional recognition, more standardized methods and more highly structured predefined
frameworks are needed.
Another objective to be taken into account involves the notion of "employability". Professional
mobility and the capacity of a person to find a job do not depend on technical skills alone. Personal
and social skills enhance employability and career security and need to be pointed up in the evaluation
process in order to enhance the ability of the student to express them and to evaluate his/her strengths
and weaknesses. As this area of skills can be prone to subjectivity, it can hardly be precisely
“measured”, and is not always relevant for institutional recognition. Self-evaluative methods seem to
be more appropriate here. However, for just this reason, although self-assessment of social and
personal skills and competence is optional for the trainee, it should be highly encouraged. In order to
make the social and personal skills and competences more “concrete” and easily understandable to
potential employers, it seems more appropriate to focus on the approach of collecting “evidence”,
instead of speaking about “assessment” (see working diary in the toolkit of assessment methods)
Initial, formative and summative evaluation
Assessment should conform to the ECVET regulations, such as formative evaluation (not only
summative); self-assessment by the trainees should be encouraged and there should be an assessment
before the mobility starts (use of learning agreement). In general, the sending and the receiving
institution should come to an agreement about the assessment methods. It is not strictly necessary to
develop new assessment methods or to use the approaches that are proposed here. The trainees can
also be assessed using tools that are currently being used by the institutions. In this way, it is possible
that peer learning will take place when institutions are discussing currently used assessment methods.
The student can be evaluated at three different moments in the course of his mobility:
1. Initial evaluation (before, or at the beginning of, a mobility) allows for the adaptation of the content
of the training, taking into account what the student already knows. When associated with a final
evaluation, it can measure the distance covered between the start and the end of the placement (in
order to measure the progress of the learner and/or the efficacy of the training, see the toolkit)
2. Formative evaluation (during a mobility): This is an evaluative approach integrated into the
learning process. The learner can measure the progress he or she has achieved, and the progress that he
or she has still to make. Formative evaluation enables learners to carry out a critical reflection on their
progress. It is also an opportunity to reassure learners.
3. The final / summative evaluation (at the end of the mobility): This measures the difference between
the acquired and the required level. The outcome of the summative evaluation is a basis for
institutional recognition
10
Assessment in the phase of preparation of the mobility:
From the perspective of the mobility project, in the phase of the preparation of the mobility the
assessment procedures need to be discussed by the sending and hosting institutions and also the
trainee. A VQTS model, which provides a ‘common language’ to describe competences and their
acquisition, can be used as a basis for identifying learning outcomes which could be achieved within
the course of a concrete mobility. The model focuses on competences related to the work processes
and identifies the core work tasks within the context of a particular occupational field. The result
emerging from this procedure is a competence matrix which indicates the competence areas (based on
core work tasks) and the individual steps of competence-development described in learning outcomes.
At the same time, it is important that the hosting institution should have an understanding of the level
of the competences of the interns before the beginning of the mobility. This can be achieved by
elaborating a competence profile based on the respective competence matrix of each student. This
competence profile should be such that it can be read and understood by both parties to the mobility. It
is preferable that this profile should be elaborated either by the sending institution with the
participation of the student or, alternatively, it could be filled out at the beginning of the student’s
internship in a simplified form, in which case it would be based on the self-evaluation of the student
and used for defining the learning path and the activities to be assigned.
A further instrument to be used in setting the goals of the mobility from the student’s point of view is a
letter of motivation that lists his or her expectations concerning learning outcomes to be achieved as
well as personal and social skills.
Choosing the most suitable method for the length of the training period
When it comes to choosing the most suitable method for the length of the training period, depending
on the duration of the internship, the host organization may prefer to adopt one or other of the
following different assessment methods:
Short internship (less than two weeks):
- “working diary” with supervision by the tutor
- Dominance of self-evaluation
Medium internship (three weeks to two months):
- “working diary” with supervision by the tutor
- “formative” evaluation approach which alternates evaluation and self-evaluation
- may be completed with a final evaluation
Long internship (more than two months)
- Initial evaluation in order to adapt the training programme
- Formative evaluation with contractually-based agreement on intermediate objectives
- Final evaluation (if possible with observer and jury)
11
Assessment during the mobility:
An initial assessment by the hosting company can be used in order to understand the skills and
competences of the student and to determine the activities he or she will be assigned. See the toolkit of
assessment methods for further details.
Assessment after the mobility:
In order to facilitate the mutual recognition of vocational learning outcomes between the sending and
the receiving institution, it is preferable to use the respective competence matrix and indicate the
competence profile. This profile is elaborated by the hosting institution.
Further instruments can be used in the course of the discussion, such as the working diary, which is
intended to document the daily activities of the student, as well as the social, organizational and other
skills that do not necessarily form part of the vocational learning outcomes.
Part 2.2: Providing a toolkit of assessment instruments
1. Grid for defining students’ levels of competence
This grid can be used for evaluating students’ skills and competences in the preparation phase of the
mobility. The current level of competence is evaluated by the sending institution, based on the existing
VQTS competence matrix. This helps the hosting institution to understand what competence areas
have already been mastered by the student and can be a basis for defining the learning outcomes that
will be part of the internship (and also the working tasks assigned to student). The desired level of
competence at the end of the placement is defined after a discussion with the hosting institution and
the learning outcomes aimed for are afterwards given a fixed contractual form in the learning
agreement. The competence matrix for the given profession is a point of reference for the assessment
of the steps of competence-development that a student has already achieved and for establishing which
steps of competence-development should be achieved in the course of a mobility. The competence
level for the following table can be found in the VQTS matrix for the category: “professional caterer”
in Appendix 3.
12
COMPETENCE AREA STEPS OF COMPETENCE DEVELOPMENT
Purchasing, costing and
stocking x
Customer service
x
Production of simple dishes
x
Marketing x x
Human Resources Management x x
Regulation and monitoring of
business performance x
x
Enterprise resource planning
x
System organisation
x
*current level of competence as evaluated by the sending institution
* desired level of competence at the end of the placement, as defined by the learning agreement
13
2. Grid for assessing students’ performances and learning outcomes
This grid is to be used for the formative or summative evaluation by the hosting institution. The tutor
in the hosting institution / company evaluates the student in the relevant competence areas, as
specified previously in the learning agreement using grid no. 1 (above). In order to facilitate a better
comprehension of the tasks carried out by the student during the placement, the tutor is invited to
specify these activities (as already specified in the learning agreement). The corresponding
competence matrix should be used as a reference point. The assessment performed in this sheet is
mandatory, because it will be the basis of the recognition and validation process in the sending
institution. Since listing all tasks and activities that have been carried out by the trainees necessarily
means a lot of work, the descriptions of these activities can be taken over from the working diary.
Then, all that would remain to be done would be an assessment of the trainee by the persons that have
been in direct contact with him or her.
Competence areas \ Evaluated level 1
8
2 3 4 N
C
Purchasing, costing and stocking
Specific activities:
……………………………………………………………………………………
……………………………………………………………………………………
Customer service
Specific activities:
………………………………………………………………………………………
………………………………………………………………………………………
Production of simple dishes
Specific activities:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………
8 Key: 1. Participative observation of the activity
2. Execution under direct and/or continuous supervision
3. Execution under indirect and/or discontinuous supervision, with limited autonomy 4. Independent execution
NC: Not concerned
14
Marketing
Specific activities:
…………………………………………………………………………………………
……………………………………………..…………………………………………
Human Resources Management
Specific activities:
…………………..……………………………………………………………………
………………………………….……………………………………………………
Regulation and monitoring of business performance
Specific activities:
…………………………………………………….…………………………………
……………………………………………………….…………………………………
Enterprise resource planning
Specific activities:
………………………………………………………………………………………
………………………………………………………………………………………
System organisation
Specific activities:
…………………………..…………………………………………………………
……………………………………………...………………………………………
15
3. Working diary9
This helps the students to record their daily activities, successes, and failures, and also the
competences that they have acquired (possibly with daily inspection by a tutor). The diary can
contribute either to a formative or to a final evaluation. Furthermore, it combines evaluation and self-
evaluation. It is particularly suitable for internships lasting less than 1 month.
If possible, and depending on the level of the language skills of the student, it is preferable that it be
filled out using the language of the hosting institution. This gives the tutor of the hosting
institution/company an opportunity to regularly make a point about the tasks and difficulties of the
student. For the student, it is an opportunity to improve his or her language skills.
The use of this comprehensive approach ensures:
- Active pedagogy (involvement of the student)
- Traceability and collecting of evidence (can be used for argumentation in table 4)
- Valorization
- Support of both evaluation and self-evaluation
NAME: _____________________________ WEEK from - to: _____________
Tasks accomplished (verb with a
complement, e.g. Pricing of a daily menu)
and level of autonomy*
Acquired
knowledge
(nouns, e.g.
French VAT level)
Required organizational,
social and personal skills /
attitudes (e.g. rigour,
perfectionism, attention to
detail)
* 1 - observation, 2 – execution under supervision, 3 – execution with final check by a supervisor,
4 – execution without final check
DIFFICULTIES ENCOUNTERED:
9 For German trainees it is not necessary to use this grid because they already have a working diary form which
they have to fill in
16
4. Soft skills assessment.
1- Approaches
Expectations
2-Meets
Expectations
3-Exceeds
Expectations
OR
GA
NIZ
AT
IO
NA
L S
KILLS
Time
Management
Usually completes projects on
time but can procrastinate on
one component of the project.
Uses time effectively in most
situations.
Routinely uses time well to
ensure work is completed on
time.
Project
management
Tends to proceed in his or her
tasks in a rather structured
way, but can sometimes be
overwhelmed
Manages multiple tasks and
resources simultaneously
Plans and optimizes his or
her activity
Organises easily his or her
tasks and those of others.
SO
CIA
L S
KILLS
Capacity for teamwork
Participates in team work to a
degree but tends to stay in
background.
Participates and actively
seeks responsibilities
within the team.
Leads the team, seeks effective
ways to develop cooperation,
including ways to resolve any
conflict, supports other
members.
Communicative
skills
and competences
Speaks relatively clearly in a
way that suits the situation,
and listens to others
attentively. Complex
instructions need to be
explained several times before
understood.
Understands instructions
without problems and
communicates with
clients/co-workers about
work-related topics.
Engages in basic conversations
with clients/co-workers,
actively seeks communication
opportunities.
Intercultural skills
and
competences
Has a basic understanding of
the culture of the hosting
country and sometimes adjusts
his or her behaviour
accordingly.
Is aware of the differences
between cultures and adjusts
his or her behaviour
accordingly. Is able to work
with people who vary in their
age, gender, race, religion,
political views.
Understand and accepts cultural
differences and is able to
explain them to others.
17
EM
PLO
YA
BILIT
Y S
KILLS Accountability
& Responsibility
Focuses on the task most of
the time. Accepts
responsibilities, but can
sometimes be reluctant.
Focuses on the task & what
needs to be done most of
the time. Accepts
responsibilities.
Consistently stays focused on
the task & what needs to be
done.
Very self-directed, seeks
responsibilities.
Respect
Usually shows respect in
speaking to others, but can
sometimes be less interested
in others’ remarks
Shows respect in speaking to
others.
Always shows respect in
speaking to others &
welcomes others into the
conversation.
Positive Attitudes
& Initiative
Accomplishes his or her tasks,
but can sometimes limit his or
her activity and initiative.
Shows interest, initiative and
effort
Responds with keenness to
demands of the tutor
Takes initiatives and actively
seeks after work to be done
Observations:
The soft skills evaluation (table 3 and table 4) is optional, because these skills do not form part of the recognition and evaluation process. This grid is loosely
based on the specification elaborated in the Europass+ project. We ask the mentor in the hosting company to evaluate the student at the end of the placement
period by simply circling the corresponding descriptor on the three-step scale. The descriptors provide the mentor with an indication of the corresponding
behaviours and attitudes.
The use of negative evaluation (“below expectations”) is something that needs to be discussed. The objective is to give the student a constructive feedback and
help him improve soft skills and attitudes. However, only positive evaluation is to be documented in the Europass Mobility document
18
5. Soft skills self-evaluation
INSTRUCTION: Please describe what soft skills you needed to mobilize during your mobility period (at work but also outside the work context) and give a
short description of the context (situation, project, difficulty …) in which this was required of you. .
1- Could be improved 2- Good 3- Very Good 4- Excellent
OR
GA
NIZ
AT
ION
AL
SK
ILL
S
Time
Management
Ability to plan and foresee the
time necessary to finish my
tasks
Project management
Ability to carry on different
tasks simultaneously,
coordinate my work
Write here a two-sentence description of the context in which you demonstrated each of the relevant skills:
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
SO
CIA
L S
KIL
LS
Capacity for teamwork
Ability to integrate and function
effectively in a team
Communicative skills
Ability to understand and to
make oneself understood
19
Intercultural skills
Ability to understand, accept
and function effectively in a
different culture
Write here a two-sentence description of the context in which you demonstrated each of the relevant skills:
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
EM
PL
OY
AB
ILIT
Y S
KIL
LS
Accountability
& Responsibility
Respect
Positive Attitudes
& Initiative
Write here a two-sentence description of the context in which you demonstrated each of the relevant skills:
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
This table can be compared with Table 3 at the end of the internship. The student discusses with the tutor of the hosting institution the progress that was
achieved in the area of soft skills. The outcome of the evaluation is formalized in the Europass Mobility document (5a). Only positive evaluation should be
mentioned in this document!
20
6. Other possible tools for assessing soft skills
Project Compass
www.europe-compass.eu
Project Europass+
www.europassplus.info
ECMO Guide, part 3:
How to validate and recognize learning outcomes
When learners return to their home institutions, these learners’ credit is validated and possibly
recognized according to the rules applying in the home country. The possibilities and ways of
validating and recognizing knowledge, skills and competences acquired abroad will vary depending
on national regulations and requirements, but also on the type and duration of the mobility programme
in question.
Validation
“Validation of learning outcomes means the process of confirming that certain assessed learning
outcomes achieved by a learner correspond to specific outcomes which may be required for a unit or a
qualification.”
Source: EUROPEAN COMISSION (2009b, p.14) ECVET Recommendation.
The learning outcomes documented in the learner’s Personal Transcript, prepared by the hosting
institution, are compared with those agreed upon in the LA. If everything is in order in this respect, the
knowledge, skills and competences acquired abroad will be validated, i.e. it will be confirmed that
the assessed learning outcomes achieved, or the competences developed, by the person in training
during the stay abroad correspond to learning outcomes related to the specific qualification in the
home country.
Recognition
“Recognition of learning outcomes means the process of attesting officially achieved learning
outcomes through the awarding of units or qualifications.”
Source: EUROPEAN COMISSION (2009b, p.14) ECVET Recommendation.
ecmo
21
The validated learning outcomes acquired during the stay abroad will be recognized in the home
country by officially attesting and awarding achieved knowledge, skills and competences.
Possible scenarios include:
1. The learning outcomes achieved abroad are recognized as part of the qualification that is being
acquired in the home country.
2. The learning outcomes achieved abroad are not recognized as part of the qualification that is
being acquired in the home country, but are seen as additionally acquired competences that
might enhance the chances of finding a job after graduation.
3. The learning experience abroad, realized in the form of an internship, is recognized as being
able to replace the compulsory work placement that is part of the training program in the
country.
(See M.O.T.O. Model, page 46 and ECVET Users’ guide II)
Documentation of the results of validation and recognition in section 5 of the Europass mobility:
the results of assessment, validation and, if applicable, recognition should be documented in the final
part of section 5; the competent bodies should be clearly identified.
ECMO guide, part 4:
ECVET meets Europass Mobility
At present, section 5 of the Europass mobility allows the transparent documentation of tasks carried
out during mobility phases and of skills and competence acquired abroad. – An ECVET-compatible
documentation of the results of mobility projects requires more than this: It should inform the person
consulting it about the learning outcomes achieved and their reference to the qualification within the
home country. It is more important to know what a trainee has learned after a mobility than to know
what he or she was supposed to be doing during the mobility. This is why it is crucial to describe
learning outcomes in the Europass Mobility, and not only the tasks that he or she carried out, or the
competences that he or she was supposed to acquire. In these guidelines, proposals for organizing all
phases of a mobility project according to ECVET criteria have been described. The first step is to the
identification, by the host and the home institution, of units of learning outcomes. These partners must
also set assessment methods for each phase of the mobility, and these methods are to remain
appropriate for the duration of the mobility. The process of validation and recognition of the learning
outcomes in the home country should be kept in mind and discussed from the very beginning of a
ecmo
22
mobility project. An example of the section 5.a. from the Europass Mobility filled in in a manner
which satisfies ECVET criteria is to be found in Appendix 4.10
For a proposal regarding how section 5.a of the Europass Mobility, bearing on the description of skills
and competences acquired during mobility, might possibly be modified, the reader should consult the
final publication from the ECMO project.
10
Translation of the German ECMO example retrieved from: http://www.europass-
info.de/fileadmin/pdf/europass-mobilitaet-beispiel-ecmo-17130-1KQJ.pdf (accessed: 10.10.2012)
23
II. Service
Appendices:
Appendix 1. Example of the comparison of the Polish and the German educational systems
Appendix 2. Identification of common learning units
Appendix 3. ECMO Competence Matrix for “professional caterer”
Appendix 4. Europass Mobility section 5.a. Example from the ECMO project
24
References
BLOOM, BENJAMIN (1971): Taxonomy of Educational Objectives. The Classification of
Educational Goals. Handbook I. The cognitive domain. New York: McKay, 16. Ed., 1971
BLOOM, BENJAMIN (1976): Taxonomie von Lernzielen im kognitiven Bereich. Weinheim: Beltz, 5.
Aufl., 1976
CEDEFOP (2008): Terminology of European education and training policy. A selection of 100 key
terms. (www.cedefop.europa.eu/en/Files/4064_EN.PDF, accessed 29.06.2012)
EUROPEAN COMMISION (2011): Using ECVET for Geographical Mobility (Part II of the ECVET
Users’ Guide), May 2011 (www.ecvet-team.eu/sites/default/files/2011-08-
02_ecvet_users_guide_mobility-final.pdf, accessed 03.08.2011)
EUROPEAN COMMISION (2009a): Get to know ECVET better, Questions and answers (Part I of
the ECVET Users’ Guide), November 2009 (www.cedefop.europa.eu/EN/Files/4900-att1-1-
ECVET_QA_Final.pdf, accessed 20.04.2011).
EUROPEAN COMMISSION (2009b): 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), 2009/C 155/02, Official journal of the European
Union, 8.7.2009
EUROPEAN COMMISION (2008): RECOMMENDATION OF THE EUROPEAN PARLIAMENT
AND OF THE COUNCIL of 23. April 2008 on the establishment of the European Qualifications
Framework for lifelong learning. (ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm,
accessed 19.07.2012)
EUROPEAN COMMISSION (2006): RECOMMENDATION OF THE EUROPEAN PARLIAMENT
AND OF THE COUNCIL of 18 December 2006 on transnational mobility within the Community for
education and training purposes: European Quality Charter for Mobility (2006/961/EC), Official journal
of the European Union
LUOMI-MESSERER, KARIN & MARKOWITSCH, JÖRG. (Eds.) (2006). VQTS model. A
proposal for a structured description of work- related competences and their acquisition.
(www.vocationalqualification.net/mmedia/2008.05.07/1210162936.pdf, accessed 19.07.2012)
NA BEIM BIBB (2010): National Priority ECVET for LEONARDO DA VICI Mobility Projects,
Vocational Education and Training Profile (VET Profile), Bonn 2010
NATIONALE KOORDINIERUNGSSTELLE ECVET, NA beim BIBB (2011): Leitfaden zur
Formulierung von Lernergebniseinheiten, Bonn 1.8.2011. www.ecvet-
info.de/_media/Leitfaden_zur_Formulierung_von_Lernergebniseinheiten.pdf
25
Websites
Competence matrices from the project ECVET-Tour
www.ecvet-tour.eu/pdfs/neu_20102010/Matrix_Cook_EN.pdf (accessed: 08.10.2012)
www.ecvet-tour.eu/pdfs/neu_20102010/Matrix_HGA_EN.pdf (accessed: 08.10.2012)
ECVET user´s Guide
www.ecvet-team.eu/de/node/750 (accessed 01.10.2012)
“Geographical Mobility in Vocational Education and Training: Guidelines for describing units of
learning outcomes”.
(www.ecvet-info.de/_media/Guidelines_for_describing_units_of_learning_outcomes.pdf, accessed
01.10.2012).
German ECMO example retrieved from: www.europass-info.de/fileadmin/pdf/europass-mobilitaet-
beispiel-ecmo-17130-1KQJ.pdf , (accessed 10.10.2012)
Useful Links
European Europass website:
europass.cedefop.europa.eu/
Guidelines for implementing the EQARF:
guidelines.enqavet.eu/about/
Mobility partnership quality commitment placements:
www.na-bibb.de/uploads/leonardo_da_vinci/mobilitaet_qualitaetsverpflichtung_engl.pdf
Terminology of European Education and Training Policy (Glossary):
europass.cedefop.europa.eu/europass/home/hornav/Glossary/GlossaryApp/navigate.action
VQTS I, VQTS II
www.vocationalqualification.net
26
Projects
www.adam-europe.eu
www.ecvet-projects.eu/Default.aspx
ecvet-moto.isfol.it/
www.ecvet-tour.eu/
www.vocationalqualification.net/vqts/
www.europassplus.info
www.zoom-eqf.eu
1 / 2
Comparison of educational system in Poland and in Germany - specialist for food service (system gastronomy)
Poland Germany Various education length (4 years , 3 years, 5 years) education length - 3 years
Education place:
various educational entities:
universities, high schools, vocational schools
Education place:
chambers, c/o restaurants, gastronomy companies, employers organizations, fast
food chains (vocational training c/o Mc Donald, Burger King, Blizzeria -Pizza-
Delivery-Kette),
Education contents:
depending on school level; labour legislation;
components of personal management, labour legislation, marketing and
management, personal management
Education contents:
Preparing a variety of meals (entree, deserts or appetizers),
Labour legislation;
Marketing and management, personal management
Education programme:
depending on school level
Education programme:
1 - 4 Semester:
accountancy;
food and drink items,
service, kitchen, dry stores, storeroom;
1 - 4 Semester:
Specialization: items like System Gastronomy Organization, personal
management, ecological branch
controlling, food chain standards, psychology (multinational aspect of culture and
languages)
Employment perspectives:
all types of restaurants, incl. fast food chains, restaurants, hotels, schools or other
facilities where food is served incl. prestigious restaurants and hotels
Employment perspectives:
catering chains, franchise chains, fast food chains, regional chains, launching of
new regional products incl. non-chains restaurants
Candidate description/ skills:
Many employers (more prestigious restaurants) require their food service
specialist to have at least a high school diploma;
Flexibility, well organization,
ability to work well with other staff members,
Candidate description/ skills:
Flexibility (weekend activities,
well organization,
ability to work well with other staff members,
good communication skills;
2 / 2
good communication skills;
helpful, when bilingual;
depending on school level, manual dexterity can be important
good health (hot kitchens; may also be subjected to prolonged standing which
may result in back and foot pain)
foreign languages competencies, because of encountering customers from many
cultures,;
manual dexterity
good health; stress immunity
Accreditations entities/ certification:
schools
Accreditations entities/ certification:
German Culinary Federation, chambers, branch organizations
Potential:
According various bureaus of Labour Statistics, the desire of many people to eat
out is creating potential in this branch and causing an increase in jobs;
internationalization of gastronomy.
Potential:
According development of food chains and tourism sector, the desire of eating in
restaurants is creating increase in jobs, new perspectives as food travel experts
Development of gastronomy at fuel stations, on motorways, at railway stations
and airports, catering services; coffee bars/bakeries, mobiles/buffets
1 / 3
Comparison of educational system in Poland and in Germany - specialist for food service (system
gastronomy) and settlement of common learning units in the frame of WP1
Fachmann/frau Systemgastronomie Technician / specialist for food service / system
gastronomy specialist
Section/
subject/
Time
dimension
Knowledge, skills/
competences
The student is able to:
Knowledge, skills/ competences
The student is able to:
Section/ subject/
time dimension
kitchen
activities - 140
h
- to prepare, make and serve
simple meals based on
recipes,
- to chose/ to be able to chose
products for meals
- to use various methods for
preparing meals and keeping
nutritiousness and energy
value
- to comply environmental
protection regulations, safety
and hygiene of working
conditions, fire -fighting
regulations, using
terminology in foreign
languages
- to do preparatory activities linked
to meals production,
- to prepare meals based on various
kind of products,
- to make desserts and
confectionery articles
technology of
gastronomy - 360
h
- to organize gastronomy activity,
- to comply hygiene regulations
towards to meals production,
- to know the best use of food
products and their contains,
- to plan meals
basic knowledge
of gastronomy
and nourishment –
216 h
- to value the quality of products and dishes
- to prepare basic line of dishes and drinks
- to put into practice the best practices of nourishment
Consumer
service -120 h
to use various methods:
- by consumer service,
- by serving meals.
- by preparing and serving
drinks,
- by offering meals and drinks
within consumer service, also
in foreign language,
- to draw up a bill and be able
to deal with various kinds of
payment
to use various methods:
- by consumer service,
- by serving meals,
- by preparing and serving drinks,
- to be in contact/ to communicate
with co-workers and consumers,
- to draw up a bill and be able to
deal with various kinds of payment,
- to comply safety and hygiene of
working conditions regulations and
fire-lighting orders,
- to arrange interior decoration and
chose equipment
services for
consumer - 288 h
- to serve consumers
- to arrange and equip consumer rooms
Storage
activities -60h
- to recipe, store and give out
the goods,
- to differentiate various sale
contracts,
- to organize the work places in
gastronomy service company,
- to set up the requirements
towards to store rooms, ,
Organization of
gastronomy
activity
2 / 3
- to prove the inventory in
accordance with quality,
quantity and mass
- to describe the principles of
refrigerating system towards to
food production and food
distribution
- to comply the quality rules towards to food protection
Consultancy
and sale in
restaurant -
100 h
- selling process:
conversation/ communication
with customer based on
menu and drinks carte,
- to implement psychology of
selling,
- to make booking,
- to implement complaints
procedures,
- to use foreign language skills
by selling procedures
-to describe the customer needs,
- to solve conflict situations, ,
- to implement the rules of business
ethics,
- hospitality systems
Organization of
gastronomy
activity;
interpersonal
relations - 78 h
- to co-operate and negotiate with contractors and co-workers
Marketing -
80 h
- to describe marketing
methods,
- to carry out marketing
analysis,
- to work out company
strategy,
- to implement foreign
language skills by promotion
activities
- to set up the goal of marketing
researches,
- to describe marketing outlines,
- to carry out marketing analysis,
- to settle the company strategy
Organization of
gastronomy
activity
- to set up the offer of gastronomy services and keep marketing
activities
floor service –
40 h
- to plan/ organize and value
the working process like
cleaning up and arranging the
quests rooms,
- to manage with cleaners and
ecological tools,
- to implement observance of
law towards to consumers
consumables
management -
60 h
- to prepare the purchase/ sell
contract in accordance with
business rules,
- to estimate the demand of
goods,
-to undertake inventory
control,
- to work out the payment
procedures,
- to observe labour law,
- to prepare contract with
consumer and entrepreneur,
- to implement the law rules
towards to consumer protection
Organization of
gastronomy
activity;
law
implementation
towards to
services - 85h
- to plan and organize the event gastronomy services
3 / 3
- to calculate and settle of gastronomy services
- to organize
system
organization -
120 h
- to differentiate the various
concepts of food service
gastronomy,
- to explain the meaning of
system standardization,
- to co-operate by planning
and organizing the work
process,
- to observe law regulations,
- to analyze outcomes of
marketing research
- to describe the organization form
of company,
- to prepare documents which are
necessary to set up a company
- to analyze the equality of food
services,
- to prepare publicity materials for
company promoting,
- to identify the local food service
companies
Gastronomy
services:
to set up and keep
business activity
linked to
gastronomy
services - 35h
- to organize and implement catering services in the frame of
gastronomy activities
Personal
Management
– 60 h
- to plan and settle up
competencies for various
posts in food service
company,
- to calculate the salaries of
staff,
- to co-operate by staff
recruitment/employment
- to implement labour law
regulations towards to employee
and employer law,
- to differentiate various kinds of
job contracts
law
implementation
towards to
offered services -
85h
management
and quality
control of
services-
100
- to introduce controlling
goals and tasks dedicated
company needs,
- to justify the meaning of
company documentation,
- to make a proposal, how to
increase the company
incomes
- to use instruments for valuing the
service quality,
-t o value the service quality in
accordance with existing criteria,
- to implement quantity and quality
standards
quality validation
towards to
offered services -
80 h
- to observe the safety and hygiene of working conditions, fire -
fighting regulations, and environmental protection
- to be able for first-aid at the work place
*green coloured means:
SKILLS AND COMPETENCES PROFILE of diploma owner confirming job qualifications in
profession: system gastronomy technician / specialist, which are placed in the Addition to
Diploma (Europass)
Competence Matrix ‘Professional Caterer’
FIELDS OF
COMPETENCE
STEPS IN COMPETENCE DEVELOPMENT
Purchasing, costing
and stocking
S/he knows the foods that s/he
works with, their characteristics,
qualities and their range of use.
S/he knows the rules of
purchasing. S/he is able to
check incoming products in
matters of quality, and knows
how to store them. S/he is able
to implement the hygienic
standards regarding the
purchase, the storage (of fresh
and conserved food) and the
processing of foods.
S/he is able to calculate simple
commercial kitchen costs. S/he
is able to evaluate single dishes
according to the recipe
instructions, and to estimate the
supplies needed of the various
necessary foodstuffs. S/he is
able to compose simple written
orders and to complete the
respective purchase.
S/he has an overview over the
respective seasonal offers of
food, knows the regional and
international foods. S/he
describes the different
production conditions of
vegetable and animal foods.
S/he is able to choose the
required food according to cost-
effective and quality criteria.
S/he is able to compare and
choose bids from suppliers and
monitor the movements of
stocks.
S/he distinguishes the regional
food suppliers and is able to
bargain independently for
product quality and prices. S/he
is able to order the purchases of
a particular establishment’s
short- and long-term foodstuff
needs for a certain period with
the help of a computer and
special programmes. S/he is
able stay within budgetary
limits.
Customer service S/he understands the
importance of customer service
and its benefits to the customer,
the organisation and the
employee. S/he is able to
communicate effectively with
different kinds of customers
(internal, external, suppliers,
S/he is able to advise guests
and to explain the essential
European and international
dishes available within the
enterprise. S/he is able to
compose menus and
recommend dishes and to
choose the beverages suitable
S/he is able to plan hospitality
events (buffets, events,
catering…). According to the
seasonal offer and the situation
on the market, s/he is able to
compose a bill of fare and
menus for such occasions,
which are specified for the
S/he is able to review the
success of an event (with a
view to objectives, to budgets,
and to deviations from plans).
S/he is able to deal with
unexpected occurrences.
S/he monitors and ensures the
agents). S/he is able to
communicate also in a foreign
language.
S/he knows the rules of
composing a menu as well as
the most important recipes of
the local kitchen. S/he is able to
compose a simple menu.
S/he is able to serve food and
drink and to choose the
appropriate equipment for this.
S/he is able to relate to guests
and to adjust to their needs,
being clear, helpful and
professional at all times. S/he is
confident in serving and
attentive towards guests. S/he
is able to respond to different
customer behaviour. S/he
relays messages and orders
accurately and promptly and
makes proper use of the code
of practice.
to them. S/he takes nutritional
information and knowledge into
consideration (nutritive value of
food, energy demand), and also
the different forms of diets such
as raw vegetarian food, light
forms of diet, whole foods and
dietary foods. S/he arranges
interior decoration and is able to
draw up a bill.
S/he is able to read guests’
body language, to identify
guests’ wishes (even before
they know themselves), to deal
with complaints and is able to
explain in a way that is clear
and does not cause offence
when s/he cannot help a
customer.
respective target groups. S/he
is able to create new offers (in
cooperation with chefs) and
therefore reach new target
groups. S/he is able to design
menus and forms of
presentation according to
special occasions and to plan
efficient work processes.
quality of service and products,
following the requirements of
target groups, and manages the
team.
S/he implements complaints
procedures and the rules of
business ethics.
S/he plans and leads
consultations and sales talks in
accordance with the marketing
concept, undertakes and
evaluates post consultations
and follow-ups to sales talks.
Production of simple
dishes
S/he is able to execute all kinds of preparation work independently
by using the right cutting techniques, to prepare the raw food for
roasting and cooking, to cook and decorate small menus as well as
simple side dishes, to assist in putting the finishing touches to the
products, and to communicate with colleagues and superiors
using the relevant gastronomic technical terms. S/he values the
quality of products and dishes.
S/he is able to use the specific technical professional machines
and devices, to maintain them, and to keep the workplace and the
devices clean. S/he observes the standards of personal hygiene
and safety regulations.
S/he is able to cook simple dishes according to instructions, as
well as side dishes, sauces, soups and starters. S/he can choose -
under supervision- amongst the respective products, quantities,
utensils and devices and implement the appropriate cooking
process. S/he is able to efficiently carry out the preparation and
production of menus in coordination with other participating
colleagues. S/he works in a manner which respects environmental-
protection measures and obeys the rules of waste management.
Marketing S/he recognises marketing as a general
concept of sensible business-minded
thinking and action, taking the market
situation as a starting point. S/he can
distinguish gastronomic concepts according
to type of business and company
philosophy. S/he knows supporting
industries and knows the trade competitors
on the market and the location factors. S/he
is familiar with various marketing
instruments and can make use of basic
procedures.
S/he is able to deduce the objectives and
tasks of a market-oriented business policy.
S/he distinguishes marketing instruments
and is able to estimate the position of the
establishment within the total economic
context. S/he is able to gear marketing
instruments towards company and guest
needs. S/he is able to create and assess
advertising material according to the
advertising message and the target group.
S/he cooperates in sales promotion
measures.
S/he is able to use the marketing mix in
order to develop specific marketing
measures and to evaluate the results. S/he
is able to analyse the data acquired and to
deduct the consequences. S/he is able to
apply statistical methods and to present the
results in reports. S/he settles the
marketing strategy. S/he organises events
and knows the tools necessary to obtain
information about the satisfaction of guests
and staff and to evaluate this information.
Human Resource
Management
S/he knows the objectives and the essential
tasks of human resource management and
is aware that humanization of the
professional world and cost-effectiveness
complement each other. S/he knows the
internal working processes and the
contexts linking and associating the
individual internal departments of the
enterprise.
S/he is able to make staffing plans
respecting employment law and social
legislation as well as collective agreements
and operational regulations in a task-
oriented manner. His/her distribution of
tasks is planned according to activity
forecasts, staff availability (qualification,
competences and number) and necessary
and fixed times of execution and
equipment.
S/he is able to present and evaluate
measures for leading, assisting and
teaching employees. S/he is able to
independently carry out necessary tasks in
employee administration (job descriptions,
work contracts) and assignment. S/he is
able to perform calculations related to staff
wages, payroll accounting, and
employment procedures and participates in
the recruitment process. S/he updates
documentation on social, legal and tax
matters.
Regulation and
monitoring of
business
performance
S/he is able to cooperate in
cash management, in payment
transactions and in drawing up
the cost accounts. S/he uses
the internal data-processing
systems.
S/he is familiar with the cost
structure of businesses and
cost-control processes. S/he is
able to suggest measures for
increasing revenue. S/he is able
to process and review records,
to review costs and suggest
appropriate action
S/he is able to identify
categories of investment and to
calculate an allocation of
depreciation of equipment. S/he
assesses the criteria used in
choosing means of funding and
is able to prepare a credit
application. S/he maintains the
asset master records.
S/he monitors compliance of
stored products, equipment and
furniture (internal commands,
state of bookings, product
sheets). S/he evaluates
communication and promotion
campaigns (quantitative:
revenues, costs, activities,
taking also qualitative factors
into account). S/he evaluates
results of customer satisfaction
surveys and makes workflow
analyses. S/he is able to
prepare and present managerial
accounting records.
Enterprise resource
planning
S/he calculates the business resources
requirements and handles purchasing
processes and payment processes (e.g.
price comparison, discounts and currency-
calculations).
S/he is able to perform stocktaking and to
create an inventory under instruction.
S/he can identify the need for materials,
goods, tools and services. S/he can order
products, prepare contracts, survey the
delivery dates, and implement the
necessary action in case of a delay in
delivery. S/he recognises potential
problems in the purchasing agreement and
their consequences. S/he is able to perform
her/his tasks within the framework of the
common internal quality management
system.
S/he is able to put enterprise planning and
resource-planning systems in place, to
analyse key business data and to suggest
appropriate action. S/he is able to use data
for quality assurance and the optimization
of the process
System organization S/he is able to compare
different gastronomic systems
and to differentiate between the
various concepts of these
gastronomic systems. S/he
understands the importance of
system-specific standards for
creating a brand.
S/he understands methods for
checking adherence to
guidelines. S/he is able to
ensure that standards are
maintained and to take
corrective measures in the case
of deviations.
S/he collaborates in planning
and organizing working
procedures and is capable of
systematizing, presenting and
evaluating them. S/he is able to
use informational and
communicative methods within
the framework of the
organizational procedure.
S/he is able to prepare the
documents necessary to set up
a company. S/he analyses the
outcomes of market research
and takes appropriate action.
S/he implements quantity and
quality standards.
Competence Matrix: ECMO project team
Sources: Training regulations, curricula, qualification profiles
5.a DESCRIPTION OF SKILLS AND COMPETENCIESACQUIRED DURING THE EUROPASS MOBILITY EXPERIENCE (NO)
NB: This table is not valid without the signatures of the reference person/mentor and of the holder of the europass Mobility.Headings marked with an asterisk (*) are mandatory.
Activities or tasks performed(29a) Assignment in the service of the hotel-restaurant “The Belmont Hotel”.
Carrying out tasks as waiter´s assistant:- Mise en place- serving guests in à la carte, serving food and drinks, setting the buffet- preparing simple dishes- serving dishes and drinks- preparing cold and hot beverages.
Professional skills and competencies acquired(30a) She knows:
- the regional English cuisine- the appropriate type of preparation and serving according to the dish, beverage and dessert.- the company´s working processes- the tasks, authorities and responsibilities in the procedural organization in the company
She is able to:- prepare dishes and beverages in front of the client- welcome guests and look after them- inform clients about the products and services offered- advise clients according to their wishes- advise clients regarding the ingredients of dishes and matching beverages- apply new methods and techniques to prepare dishes and desserts
Language skills and competencies acquired(31a) She is able to:
- to arrange working tasks with colleagues from different European countries in English, to nameproblems and propose solutions.
Organisational skills and competencies acquired(33a) She is able to:
- become integrated in an existing team- to arrange the working tasks with colleagues- to arrange the tasks, authorities and responsibilities in the procedural organization in the companywith colleagues
Social skills and competencies acquired(34a) She is able to:
- work together with colleagues from different cultural backgrounds- carry out given tasks independently and responsibly- exchange cultural and professional experiences with colleagues- orient oneself in a foreign societal environment and play an active part in social activities
Other skills and competencies acquired(35a) She knows:
- basic aspects of the vocational training in Great Britain- basic requirements on the English labor market in her vocational field- English habits, lifestyle and language
europass Mobility-© European Communities 2004
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