A GLOSSARY

OF

GLOSAR
DE

TECHNICAL TERMS
USED IN

TERMENI TEHNICI
FOLOSI!I N

TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING

IN

NV"!"MNTUL TEHNIC #I PROFESIONAL

DIN

ROMANIA

ROMANIA

This Glossary has been produced as part of the work of the EU funded PHARE Project Technical and Vocational Education and Training Technical Assistance. The Glossary does not set out to provide a comprehensive, definitive explanation of the terms contained. It is aimed at all those working with the Project in the development and delivery of Technical and Vocational Education and Training in Romania. Its first aim is to provide a standard translation of terms that are commonly used in the Technical and Vocational Education and Training System. Its second aim is to establish a common meaning for each of these terms.

Acest glosar a fost elaborat n cadrul activit!"ii proiectului PHARE finan"at de UE, nv!"!mntului #i formarea profesional! #i tehnic! Asisten"a tehnic!. Glosarul nu urm!re#te s! furnizeze o explica"ie atotcuprinz!toare #i definitiv! a termenilor inclu#i. Se adreseaz! tuturor acelora care lucreaz! n cadrul proiectului pentru dezvoltarea #i furnizarea nv!"!mntului #i form!rii tehnice #i profesionale n Romnia. Principalul lui scop este s! ofere o traducere standard a termenilor ce se folosesc n mod obi#nuit n sistemul de nv!"!mnt #i formare tehnic! #i profesional!. Urm!torul scop este s! stabileasc! un n"eles comun pentru fiecare din ace#ti termeni.

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Items in italics in the column for meaning are explained elsewhere in the Glossary. Glossary of terms

Cuvintele scrise cursiv din coloana n!eles sunt explicate n alt! parte a glosarului. Glosar de termeni

English 1 Accountability

2 Active learning

Meaning Being responsible for something, e.g. the delivery of education, and having to be able to give a satisfactory report of what has been done. An educational approach in which students work in groups or individually to explore problems and acquire knowledge rather than passively receiving knowledge from a teacher. Provision for those who are aged 18+ and who are studying after a break from their initial schooling. Permission for a school to offer specific qualifications following an assessment of their ability to offer the qualifications. The assessment includes resources and management. The process of measuring a students ability this may be achieved through a variety of means (assessment instruments). See also evaluation, formative assessment, summative assessment. See evidence requirements. Any method used to establish a students progress/achievement this includes tests, exams, projects etc.

n$eles A fi responsabil de ceva, de ex., de furnizarea educa"iei, #i a trebui s! fii capabil s! raportezi n mod satisf!c!tor ceea ce s-a realizat. O abordare educa"ional! potrivit c!reia elevii lucreaz! n grupuri sau individual pentru a explora probleme #i a dobndi cuno#tin"e, mai degrab! dect s! primeasc! cuno#tin"ele n mod pasiv de la un profesor. Ofert! pentru cei de peste optsprezece ani care #i-au renceput studiile dup! o pauz! n educa"ia lor ini"ial!. Permisiunea oferit! unei #coli de a furniza anumite calific"ri, n urma unei evalu!ri a capacit!"ii acesteia de a furniza calific!rile respective. Evaluarea se refer! la resurse #i management. Procesul de m!surare a abilit!"ii elevului acesta se poate realiza printr-o varietate de mijloace (instrumente de evaluare). A se vedea de asemenea evaluare, evaluare formativ", evaluare sumativ". A se vedea probe de evaluare. Orice metod! folosit! pentru a determina progresul/performan"a unui elev aceasta include teste, examene, proiecte, etc.

Romn% R!spundere

nv!"are activ!

3 Adult education 4 Approval

Educa"ie pentru adul"i Aprobare

5 Assessment

Evaluarea elevilor

6 Assessment guide 7 Assessment instrument

Ghid pentru evaluare Instrument de evaluare

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8 Assessment portfolio 9 Assessment scheme 10 Assessor 11 Assignment 12 Attainment 13 Authentication

A collection of evidence by the student as a means of proving their progress/achievement. The instructions and advice given to assessors and students and a description of the criteria for satisfactory performance at different levels. A person designated to gather and judge evidence of students competence and confirm their achievement. A piece of work given to a student or a group of students to work on as part of their assessment. The level that a student has succeeded in reaching. The process through which an assessor confirms that the evidence submitted is the work of a student and that all conditions related to the assessment have been met. Teaching materials developed to support the delivery of parts of specific qualifications. Examples of working methods that have been accepted, and are being promoted, as being particularly good for use in specific situations. The process of officially recognising and recording the achievement and competence of learners through the provision of documentary evidence. A means of developing people, individually or in small groups, in order to help them perform more effectively and reach their potential. The coach takes the leading role in establishing what should be learnt and in developing a programme to achieve this. See also mentoring.

O colec"ie de dovezi alc!tuit! de elev ca o modalitate de a-#i demonstra progresul/performan"a. Instruc"iunile #i sfaturile date evaluatorilor #i elevilor #i o descriere a criteriilor unei performan"e satisf!c!toare la diferite niveluri. O persoan! desemnat! s! colecteze #i judece dovezile competen"ei elevului #i s! confirme realiz!rile acestuia. O lucrare pe care trebuie s! o realizeze elevul sau un grup de elevi, f!cnd parte din procesul de evaluare a acestora. Nivelul pe care a reu#it s!-l ating! un elev. Procesul prin care un evaluator confirm! c! dovezile supuse spre examinare reprezint! munca unui elev #i c! toate condi"iile legate de evaluare au fost ntrunite. Materiale didactice elaborate pentru a sprijini predarea unor p!r"i ale anumitor calific"ri. Exemple de metode de lucru ce au fost acceptate #i sunt promovate, ca fiind bune de utilizat n special n anumite situa"ii. Procesul de recunoa#tere #i consemnare oficial! a realiz!rilor #i competen"ei elevilor prin oferirea unor documente doveditoare. Un mijloc de a sprijini oamenii s! se dezvolte, individual sau n grupuri restrnse, pentru a-i ajuta s! munceasc! mai eficient #i s!-#i realizeze poten"ialul. Instructorul #i asum! un rol de conducere n a stabili ce anume trebuie s! nve"e ace#tia, #i n a elabora un program pentru realizarea acestui scop. A se vedea de asemenea a ac!iona ca mentor.

Portofoliu pentru evaluare Plan de evaluare Evaluator Tem! Realizare Autentificare

14 Auxiliary 15 Best practice 16 Certification

Material auxiliar Bun! practic! Certificare

17 Coaching

Instruire

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18 Coherence 19 Competence

The components are clear and carefully considered, and each part connects in a sensible way. In a professional context this means a persons ability to use and combine theoretical knowledge, practical skills and specific attitudes, in order to carry out work activities of the quality required in the workplace. The measurement of a persons ability against a set of clearly defined standards of performance. See competence-based learning. A system in which instruction and learning are directed towards the attainment of a set of clearly defined standards of performance. See competence-based assessment. The process through which a person can extend their work-related skills throughout their life, not just at school and immediately postschool. The process through which a students ability is measured throughout their training rather than at specific examination times. See key skills. In assessment, receiving good value in terms of the information outcomes obtained compared with the expenditure incurred. The extent to which the users of qualifications are confident that they meet required standards.

20 Competence-based assessment 21 Competence-based learning 22 Continuing vocational education and training 23 Continuous assessment 24 Core skills 25 Cost-effectiveness 26 Credibility

Elementele sunt clare #i bine gndite, #i fiecare parte este conectat! cu cealalt! ntr-un mod ra"ional. ntr-un context profesional, aceasta nseamn! capacitatea unei persoane de a folosi #i combina cuno#tin"e teoretice, abilit!"i practice #i atitudini specifice, pentru a desf!#ura activit!"i de calitate, a#a cum se cer la locul de munc!. M!surarea abilit!"ii unei persoane pe baza unei serii de standarde de performan"! clar definite. A se vedea nv"!area bazat" pe competen!e. Un sistem n care instruirea #i nv!"area urm!resc atingerea unei serii de standarde de performan"! clar definite. A se vedea evaluarea bazat" pe competen!e. Procesul prin care o persoan! poate s!-#i dezvolte abilit!"ile de munc! pe parcursul ntregii vie"i #i nu numai n timpul #colii #i imediat dup! absolvirea acesteia. Procesul prin care abilitatea unui elev este m!surat! pe tot parcursul form!rii mai degrab! dect numai n timpul anumitor sesiuni de examene. A se vedea abilit"!i cheie. n contextul evalu!rii, a primi informa"ii care s! merite efortul prin compara"ie cu cheltuielile suportate. M!sura n care cei care utilizeaz! calific!rile au ncredere c! acestea satisfac standardele necesare.

Coeren"! Competen"!

Evaluare bazat! pe competen"e nv!"are bazat! pe competen"e Continuarea nv!"!mntului #i form!rii profesionale Evaluare continu!

Abilit!"i esen"iale Rentabilitate Credibilitate

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27 Credit

28 Credit accumulation

29 Credit framework 30 Credit value 31 Curriculum 32 Disability

This represents a measure of the learning outcomes that, on average, a student might reasonably be expected to achieve in a notional 60 hours of learning. Achievement of a set of credits, following the satisfaction of assessment requirements, results in the award of a qualification. A system that allows a learner to build up the credits required for the award of a qualification. This may take place over an extended period of time and involve formal and informal learning in educational institutions and in employment. A general system for the operation of credits, with common rules. The number of credits ascribed to a unit units will normally have a credit value of 1. A document describing the modules that will be taught for a qualification, including their delivery. Having a physical or mental impairment that has a substantial and long-term adverse effect on a persons ability to perform normal day-today activities. The process of sharing information, such as best practice or the results of a project, amongst interested parties; this is valuable in improving quality. A way of studying where the student studies mostly at places away from a school or training centre, receiving and sending off work by post or the internet.

Aceasta reprezint! competen"ele pe care n mod rezonabil un elev le poate ob"ine n medie n cadrul a 60 de ore de nv!"are. Dobndirea unei serii de credite, drept urmare a satisfacerii cerin"elor de evaluare, duce la acordarea unei calific!ri. Un sistem ce permite unui elev s! acumuleze creditele necesare acord!rii unei calific!ri. Acest proces poate s! se desf!#oare pe parcursul unei perioade lungi de timp #i poate presupune nv!"area formal! #i informal! n institu"ii de nv!"!mnt #i la locul de munc!. Un sistem general de operare a creditelor, folosind reguli comune. Num!rul de credite alocate unei unit!"i unit!"ile vor avea de obicei o valoare a creditului de 1. Un document ce descrie modulele ce vor fi predate pentru o calificare, incluznd modul de furnizare a acestora. A avea o problem! fizic! sau mental! ce are un efect negativ substan"ial #i de durat! asupra abilit!"ii unei persoane de a desf!#ura activit!"i zilnice obi#nuite. Procesul de mp!rt!#ire a informa"iilor, precum cea mai bun" practic" sau rezultatele unui proiect, de c!tre p!r"ile interesate; acesta este pre"ios pentru mbun!t!"irea calit!"ii. O modalitate de a studia prin care elevul studiaz! n cea mai mare parte a timpului n alte locuri dect la #coal! sau la un centru de formare, primind #i transmi"nd ceea ce lucreaz! prin po#t! sau internet.

Credit

Acumulare de credite

Cadrul creditului Valoarea creditului Curriculum Dizabilitate

33 Dissemination

Diseminare

34 Distance learning

nv!"!m!nt la distan"!

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35 Educational framework 36 e-learning

37 Elements of competence 38 Employability

The overall pattern of schooling, including the qualifications offered. The delivery and support of educational programmes with the aid of new multimedia technologies and the Internet to improve access and the quality of learning. See learning outcomes. Having the general capacity to gain initial employment, maintain employment and obtain new employment if required. The avoidance of any form of discrimination that favours the education and training of a particular group of people, including factors based on gender, age, disability, special educational needs, social status, religion, ethnic background, sexual orientation and geographic location. In vocational education and training this is applied to the measurement of the effectiveness of the teaching and learning process. See also assessment. Anything a student does or provides in order to demonstrate their competence against the standards. A statement of the types of performance required of a student to prove that they have achieved a learning outcome and are competent in a unit as a whole.

Tiparul de ansamblu al educa"iei, incluznd calific"rile oferite. Furnizarea #i sprijinirea unor programe educa"ionale cu ajutorul unor noi tehnologii multimedia #i al internetului pentru a mbun!t!"i accesul la #i calitatea nv!"!rii. A se vedea competen!e. A avea pe ansamblu capacitatea de a-#i g!si un loc ini"ial de munc!, de a-#i p!stra locul de munc! #i de a ob"ine un nou loc de munc!, dac! e necesar. Evitarea oric!rei forme de discriminare ce favorizeaz! educa"ia #i formarea unui anume grup de persoane, incluznd factori lega"i de sex, vrst!, dizabilitate, cerin"e educa"ionale speciale, pozi"ie social!, religie, origine etnic!, orientare sexual! #i loca"ie geografic!. n cadrul nv!"!mntului #i form!rii profesionale, aceasta se refer! la m!surarea eficacit!"ii procesului de predare #i nv!"are. A se vedea de asemenea evaluare. Tot ceea ce face ori presteaz! un elev pentru a-#i demonstra competen"a, urmnd ni#te standarde. Un enun" referitor la tipurile de performan"! cerute unui elev, care s! dovedeasc! c! acesta a dobndit o competen!" #i este competent n acea unitate n ansamblul ei.

Cadru educa"ional e-learning

Elementele competen"ei Capacitatea de a fi angajat $anse egale

39 Equal opportunities

40 Evaluation

Evaluare

41 Evidence 42 Evidence requirements

Dovezi Probe de evaluare

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43 External verifier

44 Flexibility

Someone from outside a school who is brought into confirm that the standards applied in the assessment of students meet the national requirements and that the qualifications awarded to students are justified. The ability of the system of teaching and learning, and assessment to respond to changes in the requirements of workers in existing areas of employment and to meet the needs of new areas of employment. Also the ability to respond to the different needs and learning styles of students. An on-going process of checking that takes place during training to see if learning is taking place, as a guide to the effectiveness of the teaching and learning process, to inform planning or for diagnostic purposes. It is not normally suitable for certification purposes. The abilities (knowledge, understanding and practical performance) that are commonly needed for success in employment in a range of related occupations. Descriptions of groups of general competences that a student must be able to demonstrate as part of the requirements for gaining a qualification. The habits and values taught in schools that are not specified in the official written curriculum.

45 Formative assessment

46 General technical competences 47 General technical units 48 Hidden curriculum

Cineva din afara unei #coli care este adus n #coal! pentru a confirma c! standardele aplicate la evaluarea elevilor satisfac cerin"ele la nivel na"ional, #i c! toate calific"rile acordate elevilor sunt justificate. Capacitatea sistemului de predare #i nv!"are #i a evalu!rii de a r!spunde schimb!rilor intervenite n cerin"ele impuse muncitorilor n sectoarele de angajare existente #i de a satisface nevoile unor noi sectoare de angajare. De asemenea capacitatea de a satisface diferitele nevoi #i stiluri de nv!"are ale elevilor. Un proces continuu de verificare pe parcursul form!rii pentru a se vedea dac! are loc nv!"area, ca un ghid pentru eficien"a procesului de predare #i nv!"are, oferind informa"ii pentru planificare sau din motive de diagnosticare. n mod normal, nu este potrivit! pentru certificare. Abilit!"ile (cuno#tin"e, n"elegere #i performan"! practic!) ce sunt necesare de obicei pentru a reu#i s! te angajezi ntr-o serie de ocupa"ii nrudite. Descrierile unor grupuri de competen!e generale pe care un elev trebuie s! fie capabil s! le demonstreze ca parte a cerin"elor necesare pentru dobndirea unei calific"ri. Obiceiurile #i valorile predate n #coal! ce nu sunt specificate n curriculum-ul oficial scris.

Verificator extern

Flexibilitate

Evaluare formativ!

Competen"e tehnice generale Unit!"i tehnice generale Curriculum implicit

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49 Inclusion

50 Inclusive curriculum

51 Inclusive learning 52 Independent learning

Inclusion concentrates on adapting the learning environment so that it is accessible to as wide a range of students needs as possible. This enables many students with special educational needs and those from disadvantaged and vulnerable groups to have full access to the curriculum and assessment arrangements. See also integration. A curriculum that enables all students, whatever their needs and level of ability to develop their knowledge, skills and attitudes together to their full potential. Approaches that facilitate the delivery of an inclusive curriculum by adapting teaching approaches to the needs of individuals. An approach to delivering part, or all, of the curriculum in which the student studies without the direct involvement of a teacher See also independent learning materials. Resources that enable a student to undertake their studies separately from other students. See independent learning. Preparing young people with the competences, skills and attitudes they require for their first employment.

53 Individual learning materials 54 Initial vocational education and training

Incluziunea se concentreaz! asupra adapt!rii mediului de nv!"are astfel nct s! devin! accesibil unei game ct de largi posibil de nevoi ale elevilor. Aceasta le d! posibilitatea multor elevi cu cerin"e educa"ionale speciale #i celor provenind din grupuri dezavantajate #i vulnerabile s! aib! acces deplin la curriculum #i la aranjamentele legate de evaluare. A se vedea de asemenea integrare. Un curriculum ce permite tuturor elevilor, indiferent de nevoile #i nivelul lor de abilitate, s!-#i dezvolte cuno#tin"ele, abilit!"ile #i atitudinile, realizndu-#i pe deplin poten"ialul. Abord!ri ce faciliteaz! furnizarea unui curriculum inclusiv prin adaptarea modalit!"ilor de predare la nevoile indivizilor. O abordare privind furnizarea unei p!r"i sau a ntregului curriculum prin care elevul studiaz! f!r! implicarea direct! a unui profesor. A se vedea de asemenea materiale didactice independente. Resurse ce permit unui elev s! studieze separat de al"i elevi. A se vedea nv"!are independent". Preg!tirea tinerilor n ceea ce prive#te competen!ele, abilit!"ile #i atitudinile de care au nevoie la primul lor loc de munc!.

Incluziune

Curriculum inclusiv

Inv!"are inclusiv! nv!"are independent!

Materiale didactice pentru inv!"are individual! nv!"!mnt #i formare profesional! ini"ial!

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55 Integration

56 Interactive learning

57 Internal assessment 58 Internal verification

In relation to students with special educational needs this refers to providing them with opportunities to experience the mainstream curriculum and the social aspects of mainstream school life. There is a danger that the focus may be on adapting the individual to the learning environment rather than making adaptations to the latter. See also inclusion. An approach that is designed to involve the student in the exchange of information as a basis for the acquisition of knowledge, skills and competences. The process of measuring a students ability that is carried out within a school. Arrangements within a school or training centre to confirm that the results obtained by internal assessment are standardised Any person within a school given responsibility for ensuring that all internal assessments are valid, reliable, practicable and cost-effective. The abilities that are commonly needed for success in a range of activities in education and training, work and life in general. A strategy, based on an analysis of current employment and employment trends and of the supply of training, for ensuring that technical and vocational education and training responds to the needs in a county and is of a good standard. See also REAP, SAP.

n ceea ce-i prive#te pe elevii cu cerin!e educa!ionale speciale, aceasta se refer! la a le oferi posibilitatea de a studia curriculum-ul obi#nuit #i a-i expune aspectelor sociale ale vie"ii din #colile obi#nuite. Exist! pericolul ca accentul s! cad! pe adaptarea individului la mediul de nv!"are mai degrab! dect a-l adapta pe cel din urm! A se vedea de asemenea incluziunea. O abordare menit! s! implice elevul n schimbul de informa"ii, ca baz! a dobndirii de cuno#tin"e, abilit!"i #i competen"e. Procesul de m!surare a abilit!"ii elevului, ce este realizat ntr-o #coal!. Aranjamentele f!cute ntr-o #coal! sau centru de formare pentru a confirma c! rezultatele ob"inute n urma evalu"rii interne sunt standardizate. Orice persoan! dintr-o #coal! responsabil! s! asigure c! toate evalu!rile interne sunt valide, demne de ncredere, aplicabile #i rentabile. Abilit!"ile necesare n mod normal pentru a avea succes ntr-o gam! de activit!"i din cadrul nv!"!mntului #i form!rii, muncii #i vie"ii n general. O strategie, bazat! pe analiza locurilor de munc! #i tendin"elor adiacente actuale #i a ofertei de formare, pentru a se asigura c! nv!"!mntul #i formarea tehnic! #i profesional! r!spund nevoilor jude"ene #i sunt de calitate. A se vedea de asemenea PRAI, PAS.

Integrare

nv!"are interactiv!

Evaluare intern! Verificare intern!

59 Internal verifier 60 Key skills

Verificator intern Abilit!"i cheie

61 LEAP (Local Education Action Plan)

PLAI (Planul Local de Ac"iune pentru nv!"!mnt)

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62 Learning outcomes

63 Level

64 Lifelong learning

65 Locally developed curriculum

A coherent set of measurable achievements against which a students progress and achievement will be judged at the end of a learning process. A measure of the degree of complexity, learner autonomy and required range of achievement of the qualification as a whole and the individual units it contains; in the Romanian system at present, Level 1 is equivalent to the last two years of compulsory education. The principle that a person should have the opportunity, and be encouraged, to continue to develop their knowledge, skills and competence throughout their lifetime. A module for the delivery of national training standards in a way that is relevant to the area of a school, developed in partnership between the school and interested parties in the area. A process of offering guidance and advice at the request of the learner. The learner is responsible for identifying what is to be learnt, the mentor facilitates this learning. See also coaching. A system for delivering the learning for a qualification in which the material is divided into discrete portions or modules. It facilitates the cost-effective updating of qualifications through allowing for the revision of just a part of the qualification not the whole. A unit describing the delivery of part of the national training standards.

66 Mentoring

67 Modular curriculum

68 Module

Un set coerent de performan"e m!surabile, pe baza c!ruia vor fi judecate progresul #i performan"a unui elev la sfr#itul unui proces de nv!"are. O m!sur! a gradului de complexitate, de autonomie a elevului #i de nsu#ire a calific!rii n ansamblu #i a unit!"ilor individuale pe care le con"ine; n sistemul romnesc la momentul de fa"!, nivelul 1 este echivalent cu ultimii doi ani de nv!"!mnt obligatoriu. Principiul c! o persoan! ar trebui s! aib! #ansa #i s! fie ncurajat! s! continue s!-#i dezvolte cuno#tin"ele, abilit!"ile #i competen"a pe tot parcursul vie"ii. Un modul pentru furnizarea standardelor de preg"tire profesional" la nivel na"ional, ntr-un mod relevant zonei n care se afl! #coala, elaborat n cadrul unui parteneriat ntre #coal! #i p!r"ile interesate din zon!. Un proces prin care se ofer! ndrumare #i consultan"! la cererea elevului. Elevul este responsabil cu identificarea a ceea ce urmeaz! a fi nv!"at, mentorul faciliteaz! aceast! nv!"are. A se vedea de asemenea instruire. Un sistem de furnizare a nv!"!rii pentru o calificare, n care materialul este divizat n por"iuni sau module separate. Faciliteaz! actualizarea eficace a calific!rilor, permi"nd ca o calificare s! fie revizuit! numai par"ial #i nu n ntregime. O unitate descriind furnizarea unei p!r"i a standardelor de preg"tire profesional" na"ionale.

Competen"e

Nivel

nv!"are pe parcursul ntregii vie"i Curriculum elaborat la nivel local

A ac"iona ca mentor

Curriculum modular

Modul

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69 Occupational analysis 70 Occupational field

The identification of the range of work roles and their competence requirements in an occupational field. The entire set of work roles that require a similar combination of skills or competences if they are to be undertaken effectively Specifications of the competences, and the qualitative level of performance associated with them, required for effective performance in a specific area of employment. See also training standards. A system for allowing students to study in their own time and, within limits, at their own pace. The recognition of a learners achievement of some units of a qualification, without the need to successfully complete all the units and gain the qualification. Qualitative descriptions of what the learner must be able to do that allow an objective judgement to be made about whether or not a student has achieved a learning outcome. A compilation of evidence developed in order to meet the requirements of assessment. The quality of being capable of achievement with existing resources, facilities and time. This applies equally to teaching and assessment. The ability to perform manual tasks or physical actions in order to carry out work activities of the quality required in the workplace. See also competence.

71 Occupational standards

72 Open learning 73 Partial accreditation

74 Performance criteria

75 Portfolio 76 Practicability

77 Practical competence

Identificarea unei serii de roluri ocupa"ionale #i a cerin"elor legate de competen"a dintr-un sector ocupa!ional. ntregul set de roluri ocupa"ionale ce necesit! o combina"ie similar! de abilit!"i sau competen"e, dac! este s! fie exercitate eficace. Specific!ri ale competen!elor #i nivelului calitativ de performan"! asociat lor, necesare pentru o performan"! eficace ntr-o ocupa"ie anume. A se vedea de asemenea standarde de preg"tire profesional". Un sistem ce permite elevilor s! studieze cnd vor #i, n anumite limite, urmnd propriul ritm. Recunoa#terea dobndirii de c!tre elev a unor unit"!i dintr-o calificare, f!r! ca acesta s! trebuiasc! s! finalizeze cu succes toate unit!"ile #i s! ob"in! calificarea. Descrieri calitative a ceea ce trebuie s! poat! face elevul, ce permit emiterea unei judec!"i obiective privind dobndirea sau nu a unei competen!e de c!tre elev. O compila"ie a dovezilor strnse pentru satisfacerea cerin"elor evalu"rii. Calitatea de a fi capabil de performan"! cu resursele, facilit!"ile #i timpul disponibil. Aceasta se aplic! n egal! m!sur! pred!rii #i evalu"rii. Capacitatea de a realiza sarcini manuale sau ac"iuni fizice pentru a desf!#ura activit!"ile de calitate cerute la locul de munc!. A se vedea de asemenea competen!".

Analiz! ocupa"ional! Domeniu ocupa"ional Standarde ocupa"ionale

nv!"are deschis! Acreditare par"ial!

Criterii de performan"! Portofoliu Aplicabilitate

Competen"! practic!

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78 Process assessment

Measuring a students competence through what they do rather than the results of their work. This may be particularly important in relation to a competence that has to be applied in a variety of contexts. It often includes observation and asking a student to explain what they did and why they did it. See also product assessment. Measuring a students competence through the outcomes of their work; what they have created and not what they did in order to achieve this. See also process assessment. Movement from a qualification at one level to one at a higher level or to another associated one at the same level. There should be clear routes providing opportunities for learners to continue to the highest level commensurate with their ability. A substantial piece of work in which students are required to carry out research, planning, problem solving and evaluation over a period of time. This can be used for teaching and learning, for assessment or as a combination of the two. Official certification that a learner has successfully demonstrated a given set of competences following a period of study. The rules for official recognition of qualifications and their classification (usually by level and sometimes also by type).

79 Product assessment

80 Progression

81 Project work

82 Qualification 83 Qualifications framework

M!surarea competen!ei unui elev pe baza a ceea ce face mai degrab! dect pe baza rezultatelor muncii lui. Aceasta se poate dovedi n mod special important! n conexiune cu o competen"! ce trebuie s! fie aplicat! ntro varietate de contexte. Include adesea observarea #i a-i cere elevului s! explice ce a f!cut #i de ce a f!cut-o. A se vedea de asemenea evaluarea produsului. M!surarea competen!ei unui elev pe baza rezultatelor muncii lui, a ceea ce a creat #i nu a ceea ce a f!cut pentru a realiza aceasta. A se vedea de asemenea evaluarea procesului. Trecerea de la o calificare la un nivel anume la una la un nivel superior sau la o alta nrudit! la acela#i nivel. Ar trebui s! existe rute clare ce s! le ofere elevilor posibilitatea de a continua pn! la cel mai nalt nivel, corespunz!tor abilit!"ilor lor. O lucrare substan"ial! prin care li se cere elevilor s! fac! cercet!ri, s! planifice, s! rezolve probleme #i s! evalueze pe parcursul unei perioade de timp. Aceasta poate fi utilizat! pentru nv!"are #i predare, pentru evaluare elevilor sau ca o combina"ie a celor dou!. Atestare oficial! c! un elev a demonstrat cu succes dobndirea unui set dat de competen!e n urma unei perioade de studiu. Regulile ce stau la baza recunoa#terii oficiale a calific!rilor #i a clasific!rii lor (de obicei dup! nivel #i uneori dup! tip).

Evaluarea procesului

Evaluarea produsului

Avansare

Munca la proiect

Calificare Cadrul calific!rilor

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84 Quality

85 Quality assurance 86 Range statement

87 REAP (Regional Education Action Plan)

The delivery of a professional service in a consistent fashion to predefined standards and specifications that meets clients wants and needs and provides value for money. The process of ensuring that established quality standards are being met. Specifications of the contexts or circumstances in which the student must be able to demonstrate their achievement of the performance criteria. A strategy, based on an analysis of current employment and employment trends and the supply of technical and vocational education and training, for ensuring that technical and vocational education and training meets the needs in a geographical area based on the EU development zones. See also LEAP, SAP. The extent to which students with the same ability are given the same assessment result, or the degree to which a student receives the same results when assessed on different occasions Centrally verified certification that a person has demonstrated a pre-determined and officially recognised set of skills useful for employment in a technical or practical context. A strategy and operational scheme that enables a school to play its part in meeting the technical and vocational education and training needs of its catchment area and its county.. See also LEAP, REAP.

88 Reliability of assessment

Furnizarea unui serviciu profesional n concordan"! cu standarde #i specifica"ii definite dinainte, care satisface dorin"ele #i nevoile clien"ilor #i este rentabil. Procesul prin care se asigur! c! standardele de calitate stabilite sunt satisf!cute. Preciz!ri ale contextului sau circumstan"elor n care elevul trebuie s! fie capabil s! demonstreze realizarea criteriilor de performan!". O strategie, bazat! pe analiza locurilor de munc! #i tendin"elor adiacente actuale #i a ofertei nv!"!mntului #i form!rii tehnice #i profesionale, pentru a se asigura c! nv!"!mntul #i formarea tehnic! #i profesional! r!spunde nevoilor dintr-o zon! geografic!, conform diviz!rii n zone de dezvoltare ntreprinse de UE. A se vedea de asemenea PLAI, PAS M!sura n care elevii cu abilit!"i identice ob"in acela#i rezultat n urma evalu!rii sau m!sura n care un elev ob"ine rezultate identice n urma evalu!rii n diferite ocazii O acreditare verificat" la nivel central c! o persoan! a demonstrat o serie de abilit!"i stabilite dinainte #i recunoscute oficial, utile pentru a fi angajat! ntr-un domeniu tehnic sau practic. O strategie #i un plan func"ional permi"ndu-i unei #coli s! joace un rol n satisfacerea nevoilor nv!"!mntului #i form!rii tehnice #i profesionale n zona de recrutare a elevilor #i n jude"ul respectiv. A se vedea de asemenea PLAI, PRAI.

Calitate

Asigurarea calit!"ii Condi"ii de aplicabilitate PRA (Plan Regional de Ac"iune pentru nv!"!mnt)

Fidelitatea evalu!rii

89 Romanian National Vocational Qualifications 90 SAP (School Action Plan)

Calific!rile Profesionale Na"ionale Romne#ti PAS (Plan de Ac"iune al $colii)

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91 Special educational needs

Students with special educational needs have learning difficulties or disabilities that make it harder for them to learn and make progress than most students of the same age. These students will need special educational provision to be made for them to have equal educational opportunities. Anything additional to, or different from, the facilities, teaching and support that is made generally for students of the same age in mainstream schools. Adjustments that are made to the testing of individual students who have long-term disabilities or special educational needs so that they have an equal opportunity, compared with other students, for demonstrating their competence. The abilities (knowledge, understanding and practical performance) that are needed for success in employment in a specific occupation. Descriptions of groups of specialist technical competences that a student must be able to demonstrate as part of the requirements for gaining a qualification. The process of ensuring that all assessments covering a learning outcome make the same level of demands on students. This is part of a schools internal quality assurance. A description of the competences a student will have to demonstrate in order to be awarded a qualification.

92 Special educational provision 93 Special assessment arrangements

Elevii cu cerin"e educa"ionale speciale au dificult!"i de nv!"are sau dizabilit!"i ce le ngreuneaz! procesul de nv!"are #i capacitatea de a progresa la fel de mult ca majoritatea elevilor de aceea#i vrst!. Ace#ti elevi au nevoie de o ofert! educa"ional! special! ce s! le permit! #anse egale la educa"ie. Orice ofert! n plus sau diferit! de facilit!"ile, predarea #i sprijinul ce sunt oferite n general elevilor de aceea#i vrst! n #colile obi#nuite. Aranjamente privind testarea individual! a elevilor cu dizabilit"!i sau cerin!e educa!ionale speciale pe termen lung, astfel nct s! li se ofere #anse egale de a-#i demonstra competen"a, prin compara"ie cu al"i elevi. Abilit!"ile (cuno#tin"e, n"elegere #i performan"! practic!) necesare pentru a avea succes la locul de munc! ntr-o ocupa"ie specific!. Descrieri de grupuri de competen!e tehnice specializate pe care un elev trebuie s! fie capabil s! le demonstreze ca parte a cerin"elor pentru ob"inerea unei calific"ri. Procesul prin care se asigur! c! toate evalu!rile ce acoper! o competen!" l solicit! pe elev la fel de mult. Aceasta face parte din asigurarea calit"!ii interne la nivel de #coal!. O descriere a competen!elor pe care va trebui s! le demonstreze un elev pentru a i se acorda o calificare.

Cerin"e educa"ionale speciale

Ofert! educa"ional! special! Aranjamente de evaluare speciale

94 Specialist technical competences 95 Specialist technical units 96 Standardisation

Competen"e tehnice specializate Unit!"i tehnice specializate Standardizare

97 Standards (of competence)

Standarde (de competen"!)

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98 Student centred learning

99 Student induction

Student-centred learning is a broad teaching approach that involves replacing lectures with active learning, integrating self-paced learning programmes and/or group situations, where the students are responsible for their own education. The process of preparing a learner for study in a new educational institution. This may include an introduction to other students; the staff and administrators; the facilities; student support and to the teaching, learning and assessment. A system to ensure that all students reach their full potential during their time at school. This may include: pre-course guidance, student induction, help and guidance during the course and assistance in helping students enter employment or further studies. The measurement of attainment by students following periods of study, particularly for certification purposes. Specifications of the competences, and their associated qualitative level of performance, included in vocational education in order to prepare learners for effective performance in specific occupations. See also occupational standards. That the qualifications or competences are appropriate to workers carrying out similar tasks in other contexts e.g. other countries.

100 Student support

101 Summative assessment 102 Training standards

103 Transferability

nv!"area centrat! pe elev este o metod! de predare cu o baz! larg!, ce presupune nlocuirea prelegerilor cu o nv!"are activ!, cu programe de nv!"are integratoare urmnd propriul ritm #i/sau situa"ii de grup, n care elevii sunt responsabili cu propria lor educa"ie. Procesul de preg!tire a elevului pentru a studia ntr-o nou! institu"ie de nv!"!mnt. Acesta poate include prezentarea lui celorlal"i elevi; profesorilor #i personalului administrativ; a facilit!"ilor; a serviciilor de asisten"! a elevilor #i a pred!rii, nv!"!rii #i evalu"rii elevilor. Un sistem ce permite ca to"i elevii s!-#i realizeze pe deplin poten"ialul n timpul anilor de #coal!. Acesta poate include: ndrumare naintea cursurilor, ini!ierea elevilor, asisten"! #i ndrumare n timpul cursurilor #i sprijinirea elevilor s!-#i g!seasc! un loc de munc! sau s!-#i continue studiile. M!surarea performan"ei elevilor n urma unor perioade de studiu, n special n scop de acreditare. Specific!ri ale competen"elor #i nivelului calitativ de performan"! asociat acestora, incluse n nv!"!mntul profesional pentru a preg!ti elevii n vederea performan"ei eficace n anumite ocupa"ii. A se vedea de asemenea standarde ocupa!ionale. Calific"rile sau competen!ele corespund celor ale muncitorilor care desf!#oar! activit!"i similare n alte contexte, de ex., n alte "!ri.

nv!"are centrat! pe elev

Ini"ierea elevilor

Asisten"a elevilor

Evaluare sumativ! Standardelor de preg!tire profesional!

Transferabilitate

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104 Transparency

105 Unit 106 Validation

107 Validity

The quality of the system being open so that everybody concerned is fully aware of all aspects of delivery and can understand its operation. Within the Romanian qualifications framework a coherent and explicit set of learning outcomes. The process of checking that the draft standards satisfy the criteria for a qualification, including quality of design and meeting the needs of all stakeholders.. This is mainly used to describe the extent to which assessment results correlate with what they are supposed to be measuring. The process of confirming that something is true; in an educational context this applies particularly to the assessment of students.

Calitatea sistemului de a fi deschis astfel nct orice persoan! implicat! s! fie complet con#tient! de toate aspectele furniz!rii #i s! poat! n"elege func"ionarea sa. Un set coerent #i explicit de competen"e din cadrul calific!rilor romne#ti. Procesul prin care se verific! dac! standardele preliminare satisfac criteriile unei calific"ri, incluznd calitatea proiectului #i satisfacerea nevoilor tuturor factorilor interesa"i. Acest termen este utilizat n special pentru a descrie m!sura n care rezultatele evalu!rii elevilor corespund aspectului pe care ar trebui s!-l m!soare. Procesul prin care se confirm! c! ceva este corect; n contextul educa"ional, aceasta se aplic! n special la evaluarea elevilor.

Transparen"!

Unitate de competen"! Validare

Validitate

108 Verification

Verificare

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