The project starts with some preliminary tasks including team formation and kick off meeting, setting of project infrastructure. The first part consists in the finding, analysing and description of common practices that are related to learning about social, personal and organisational skills and competences with special attention paid to the interface between formal and informal learning in the higher education sector, as well as poetnetial linkages to validation practices in relation to EQF, NQFs and the related instruments (ECTS, ECVET and EUROPASS).

A comprehensive desk research will be combined with interviews with experts of informal/non-formal pioneer projects to see check for learning and teaching approaches, linkages to lessons, courses and extracurricular activities, as well as approaches to validate competences related to social, personal and organisational aspects.

Research will focus on the availability of (European) systems developed to support the assessment, evidencing and validation of learning outcomes and standardised certification tools (such as EQF, NQF, ECTS, ECVET EUROPASS).

The stocktaking will be related to the knowledge and differentiation on service related competencies (social, personal and organisational skills).

The outcomes will serve as a source for a repository of approaches and common practices available and an inventory with related skills to be tackled in Higher Education contexts.

The lead partner is University of Duisburg Essen.

The WP2 is the core work package in the project with main aim to introduce social, personal and organisational concepts of learning/teaching these skills into the validation system as well. Since service realted competences are not stable and standardised as qualification outcomes can be i twill be a difficult validation process. In fact, learning outcomes in this context are merely indicators for certain levels of competence.
However, when validating social, personal and organisational competences they must firstly be contextualised and related to the given situation in the professional field and environment.
Hence, WP2 with its first operational objective aims to contextualise the social, personal and organisational sub-competences such as “communication”, “teamwork”, “networking”, “customer orientation”, “project management”, “autonomy”, “critical thinking”. The associated field competences are supposed to be acquired in the formal lessons and are not subject of e-VIVA in the first place.
After doing this, the topics will be transferred into competences using a reference system based on a 3-dimensional system which describes the competences on the knowledge, skills and attitudal (value oriented) dimension and also establishes interfaces to the EQR. For each of the dimensions, competence plateaus of 3-5 stages will be described creating a general reference pattern for service-related sub-competences.
The resulting repository of competences has two functions by serving as:
– “key competence framework” as planning device
– “inventory of reference systems of competences” for validation

1. Planning of competence oriented learning

The WP will focus on a competence based learning approach that considers the needs, the contexts and the environment of the learners.
It shall serve learners/professionals both in self-learning and in more externally driven learning modalities.
The so-called competence frames that form the systemic basis for a catalogue of learning modules related to each aimed competence will be created.
Each reference system will be linked with aimed learning outcomes and instructional designs (or so called informal learning patterns) that relate to different competence levels and dimensions.
This way a planning device is created that enables the teaching staff of the universities and the software programmers to establish a rather informal learning programme. The students will be equipped with this software which promotes the acquisition of the competences. The mobile interfaces will be connected to a central e-VIVA e-Portfolio where learners can put their CVs and the evidences of their social, personal and organisational competence developments and at the same time organise their projects.

2. Validation purpose

At the same time, the inventory will serve as the validation approach basis since all the reference systems correspond to the EQF system. Thus, the described learning outcomes can be linked both to ECVET, to ECTS or to other taxonomy based instruments.
e-VIVA will offer a collection of useful assessment methodologies and provide acting recommendations for assessors in practice.
The assessment of the development of social, personal and organisational competences will be carried out by the staff of the participanting universities. It has to be linked to the context, the learning programmes (even if very informal), in other words to the objectives and the activities that the students will carry out.
The e-VIVA e-Portfolio will be linked with an actual EUROPASS plugin which will enable the students to link their validation outcomes (be it certificates, work proofs or other evidences) to their EU compatible CVs.

The lead partner is Blinc eG.

Knowledge transfer and capacity building is the main content of the present WP.

The training activities are included in this WP involve different stakeholders groups: not only for ICT/economic and social sciences students need to be trained in social, personal and organisational competences and in innovative teaching and validation methods, but also the teaching staff at universities in HE institutions in the Western Balkans. Thus, the main aim of this WP is to build capacity in staff from HE institutions from the Partner Countries involved.

The training for social, personal and organisational competences consists of these elements:

Competence-based learning

Competence validation

Nature, structure and organisation of the envisaged learning activities

In each Partner Country a three-part training and counselling process will be developed and implemented:

  • Kick-off training (face-to-face, 3 days)
  • e-Mentoring of facilitating staff during piloting of Competence-based learning approach
  • Review and evaluation session at the end of piloting (face-to-face, 2 days)

The training and counselling will be held by experts from the five Programme Country partners. One expert will be responsible for the entire process in one Partner Country.

The lead partner is NOVA University of Lisbon.

The aim of this work package is to apply and pilot the approaches developed in the previous work packages:

  1. In modular training units as preparation and accompanying units
  2. In self-guided but software guided and web-based learning modality

A number of approximately 100 students will acquire a set of defined key competences and will be validated along the e-VIVA procedure through study trips. However, 300 licences distributed in HEIs in Partner Countries will help all other students to validate their competences at home universities.

At the same time, HR staff in the hosting businesses and institutions will guide the students and work with them in teams.
After the internal evaluation (WP7) improvements and further developments can be made on system level and in the participating associated partner organisations.

The validation of learning outcomes in the traineeship is interlinked with the learning activities via the so-called “Learning Suites” on the acquisition of social, personal and organisational competences.

The learning suites are modular and individual frameworks that describe the tasks and the learning objectives (in terms of competences) and the performance levels with the help of preformatted learning outcome descriptors.
They are provided via the specific software on the mobile devices for each student and linked to their personal portfolios on e-VIVA e-Portfolio platform.

The learning suites will be compiled individually based on the reference systems established in WP2 and the learning agreements and competences frameworks.
They consist of basic patterns to describe learning context, actions and objectives and contain several self-assessment questionnaires.

The lead partner is dieBerater.

The aim of this work package is twofold. Firstly, to ensure a high quality of deliverables of the project and its results, and secondly to ascertain the quality of the process and the commitment to develop a sound framework for devising, implementing, and reporting internal and external evaluation activities.

Three areas will be evaluated:

  1. Quality of core deliverables
  2. Quality of process – Process of transnational cooperation:
  3. Sustainability of project results
  4. Quality of core deliverables

Monitoring and quality control of deliverables will be carried out at four levels:

  1. by the Coordinator (C): The Coordinator takes overall responsibility for managing the project and monitoring its progress towards the set objectives;
  2. by the Work Package Leaders (WPL): The WPL verifies the deliverables he/she is responsible for at set milestones;
  3. by the Target Groups (TG): Students and HE teachers are asked to give feedback on the quality of deliverables in the piloting
  4. by the External Evaluators (EE): Two external evaluators will be appointed to assess the quality, appropriateness and adequacy of the draft core deliverables.

The WP leader together with the coordinator will elaborate an evaluation plan and define quality criteria for the success of the project.

The lead partner is dieBerater.

The WP aims to gather key stakeholders around e-VIVA agenda and ensure that all project outputs and results are transferred beyond the partnership as well as disseminated and used in most efficient way.

In order to achieve such objective, transparent instruments of communication will be used, as well as adequate and timely inclusion of targeted audience for the project. All these will be integrated in the Dissemination Strategy, ensuring a smooth roll out of key messages, while synchronizing targeted outreach with project implementation milestones. A variety of communication tools will be used for measuring communication and awareness raising effectiveness.

In order to ensure cohesive delivery of project outputs and results, internal communication activities will be performed concurrent to the external ones. In order to address e-VIVA agenda properly, communication and awareness raising activities are strongly linked to the Competence-based learning approach (WP2), Training and counselling of HE staff (WP3), and Piloting the Competence-based learning approach (WP4) pillars of this project.

The lead partner is European University of Tirana.

Within this WP the leader European University of Tirana, will ensure smooth management and implementation of the project.