@book{education_audiovisual_and_culture_executive_agency_eurydice_european_2020,

title = {The European higher education area in 2020: Bologna process implementation report.},

author = {Audiovisual Education and Culture Executive Agency. Eurydice.},

url = {https://data.europa.eu/doi/10.2797/756192},

year  = {2020},

date = {2020-01-01},

urldate = {2022-01-25},

publisher = {Publications Office},

address = {LU},

abstract = {This edition of the Bologna Process Implementation Report charts important progress made over two decades when it comes to mobility, quality assurance and recognition, but also points to the work needed in the future. The report shows how European higher education systems advanced with concerted national reforms. This in itself is a remarkable achievement. Nevertheless, the process was not all plain sailing. Some countries moved faster than others, and some embedded reforms more deeply. As a result of reaching different levels of implementation, the foundations of the European Higher Education Area are not yet stable enough. Students, researchers and higher education institutions may still face unnecessary obstacles in their work together.},

keywords = {E&T Qualification Framework, E&T Qualification Framework, Higher Education},

pubstate = {published},

tppubtype = {book}

}

@book{franco_school_2020,

title = {The School of Specialisation in Architectural Heritage and Landscape of Genoa Summary of an experience},

author = {Giovanna Franco and Lucina Napoleone and Stefano Francesco Musso},

url = {https://gup.unige.it/node/333},

isbn = {978-88-361-8008-0},

year  = {2020},

date = {2020-01-01},

publisher = {Genova University Press},

abstract = {The book collects the results of the activities carried out during 25 years by teachers and students of the “Scuola di Specializzazione in Beni Architettonici e del Paesaggio” of the University of Genoa (former “Scuola di Specializzazione in Restauro dei Monumenti”). The School offers professional training to those who prefer, in their own area of interest, the protection and active conservation of architectural and landscape heritage and to whom it is increasingly required a highly qualified scientific and technical preparation. The universe of artifacts to which the restoration turns its attention is extraordinarily rich and constantly expanding and escapes any claim of total and autonomous domination by a specific discipline and, even more so, by individual technical operators. The post-graduate training course of the School, characterized by a disciplinary wealth and training approaches, thus responds to the extreme complexity of the intervention of conservation, restoration, reuse and enhancement of the architectural heritage of cultural interest, not exclusively monumental.},

keywords = {6FUNCTIONS:safeguarding&preservation, Curricula, Higher Education, Learning Outcomes},

pubstate = {published},

tppubtype = {book}

}

@book{cedefop__european_centre_for_the_development_of_vocational_training_vocational_2020,

title = {Vocational education and training in Europe, 1995-2035 scenarios for European vocational education and training in the 21st century},

author = {Cedefop – European Centre Vocational Training},

url = {https://doi.org/10.2801/794471},

isbn = {978-92-896-2924-9},

year  = {2020},

date = {2020-01-01},

urldate = {2022-01-25},

abstract = {This synthesis report summarises the findings of the Cedefop project The changing nature and role of vocational education and training in Europe (2016-18). Project research covered the 28 EU Member States as 

well as Iceland and Norway, aiming to take a step back and paint a comprehensive picture of VET developments 

in Europe, identifying challenges as well as opportunities. The summary shows that European vocational education 

and training (VET) varies between countries and is changing in a number of fundamental ways. European VET is 

becoming more diverse in its programmes and qualifications and also expanding into higher levels, challenging the 

perception of higher education as exclusively academically oriented. In some countries, this reflects a step towards 

making lifelong learning a reality; in others, traditional VET is coming under pressure from declining youth cohorts and 

a growing preference for general education and training. Such negative developments can be seen as a forewarning 

of future challenges.},

note = {OCLC: 1233323134},

keywords = {VET},

pubstate = {published},

tppubtype = {book}

}

@book{munteanu_wooden_2017,

title = {Wooden Churches. Guide for Common Maintenance and Repairs},

author = {Raluca Munteanu},

url = {https://www.propatrimonio.org/wooden-churches-guide-for-common-maintenance-and-repairs-pro-patrimonio-2017-versiunea-in-limba-engleza/},

isbn = {978-973-0-23763-4},

year  = {2017},

date = {2017-01-01},

address = {București},

keywords = {6FUNCTIONS:safeguarding&preservation, Built heritage (monuments, historic houses, archaeological sites and park, etc.), Built heritage (monuments, historic houses, archaeological sites and park, etc.), Built heritage (monuments, historic houses, archaeological sites and park, etc.), Competences, Skills, Knowledge, Competences, Skills, Knowledge, Competences, Skills, Knowledge, Cultural Heritage, Education & Training, Non formal education},

pubstate = {published},

tppubtype = {book}

}

@book{european_commission_european_2008,

title = {The European Qualifications Framework for Lifelong Learning (EQF)},

author = {European Commission},

url = {http://hdl.voced.edu.au/10707/114264},

isbn = {978-92-79-08474-4},

year  = {2008},

date = {2008-01-01},

urldate = {2022-04-06},

publisher = {Office for Official Publications of the European Communities},

address = {LU},

abstract = {The European Qualifications Framework for Lifelong Learning (EQF) acts as a translation device to make national qualifications more readable across Europe, promoting the mobility of workers and learners between countries and facilitating their lifelong learning. The EQF will relate national qualifications systems to a common European reference framework. Individuals and employers will be able to use the EQF to better understand and compare the qualifications levels of different countries and different education and training systems. The EQF was adopted by the European Parliament and Council on 23 April 2008. The EQF encourages countries to relate their qualifications systems or frameworks to the EQF by 2010 and to ensure that all new qualifications issued from 2012 carry a reference to the appropriate EQF level. The core of the EQF are eight reference levels describing what a learner knows, understands and is able to do, i.e. learning outcomes. Levels of national qualifications will be placed at one of the central reference levels, ranging from basic (Level 1) to advanced (Level 8). It will therefore enable much easier comparison between national qualifications and should also mean that people do not have to repeat learning if they move to another country. The EQF applies to all types of education, training and qualifications, from school education to academic, professional and vocational education. The system shifts the focus from the traditional approach which emphasises ‘learning inputs’ such as the length of a learning experience, or type of institution. It also encourages lifelong learning by promoting the validation of non-formal and informal learning.},

note = {OCLC: 630826756},

keywords = {6FUNCTIONS:recognition, CLASSIFICATION:policy, E&T Qualification Framework, Education & Training, Mobility},

pubstate = {published},

tppubtype = {book}

}

@book{kennedy_writing_2007,

title = {Writing and using learning outcomes: a practical guide},

author = {Declan Kennedy},

isbn = {978-0-9552229-6-2},

year  = {2007},

date = {2007-01-01},

publisher = {University College Cork},

address = {Ireland},

abstract = {The overall aim of the Bologna Agreement (1999) is to improve the efficiency and effectiveness of higher education in Europe. One of the main features of this process is the need to improve the traditional ways of describing qualifications and qualification structures. As a step towards achieving greater clarity in the description of qualifications, by 2010 all modules and programmes in third level institutions throughout the European Union will be written in terms of learning outcomes. International trends in education show a shift from the traditional teacher-centred approach to a student-centred approach, i.e. the focus is not only on teaching but also on what the students are expected to be able to do at the end of the module or programme. Statements called learning outcomes are used to express what the students are expected to achieve and how they are expected to demonstrate that achievement. Learning outcomes are defined as statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning (ECTS, 2005). When writing learning outcomes it is helpful to make use of Bloom’s Taxonomy of Educational Objectives. This classification or categorisation of levels of thinking behaviour provides a ready-made structure and list of verbs to assist in writing learning outcomes. Most learning outcomes describe evidence of learning in areas like knowledge, comprehension, application, analysis, synthesis and evaluation. This area is known as the cognitive domain. The other two main domains are the affective domain (attitudes, feelings, values) and the psychomotor domain (physical skills). In general, when writing learning outcomes begin with an action verb followed by the object of that verb. This handbook contains a list of action verbs for each area of Bloom’s Taxonomy. Sentences should be kept short to ensure clarity. Learning outcomes must be capable of being assessed. When deciding on the number of learning outcomes to write, the general recommendation in the literature is about six learning outcomes per module. The most common mistake in writing learning outcomes is to use vague terms like know, understand, learn, be familiar with, be exposed to, be acquainted with and be aware of. It is important to link learning outcomes to teaching and learning activities and assessment. This may be done with the aid of a grid to assist in checking that the learning outcomes map on to the teaching and learning activities as well as to the mode of assessment. The advantages of learning outcomes for teachers and students are well documented in the literature in terms of clarity, effectiveness of teaching and learning, curriculum design and assessment. In addition, learning outcomes assist greatly in the more systematic design of programmes and modules.},

note = {OCLC: 298999598},

keywords = {Education & Training , Higher Education, Learning Outcomes, Training, taxonomy, approach and methods, Training, taxonomy, approach and methods},

pubstate = {published},

tppubtype = {book}

}