OUTCOMES

WBL Mediators Handbook:

Accreditation strategy

The Accreditation Strategy define how to achieve official decision on providing training for acquisition of AWC qualification in upper secondary VET in accordance with the joint curricula and supporting documents developed, considering country specific procedures that should be followed. 

Assessment Standards

The Assessment Standards ensure adequate and supporting students’ knowledge, skills and competences development and achievements feedback during training, as well as provide a reliable basis final examination design, conducting, recording and assessment of results. The assessment standards cover three thematic areas – assessment of school-based learning (theoretical and practical preparation); assessment of work-based learning and assessment of AWC vocational knowledge, skills and competences acquired as a result of non-formal and informal learning.

English version: 


Bulgarian version:  

Latvian version:

Slovak version:

Slovenian version:

Guidelines for Quality Assurance of the joint curriculum implementation

The Guidelines for Quality Assurance of the joint curriculum implementation provides common requirements with respect to the quality of vocational training for acquisition of AWC qualification in partner countries as a basis for mutual trust. The document addresses school- based and work-based components of the joint curricula and contains standards for work-based learning provision and monitoring, including in mobility.  The Guidelines define the requirements for all phases of the quality cycle.

Joint AWC curriculum
The Joint AWC curriculum specify the thematic areas of theoretical and practical training, themes included in each area, teaching and learning methods, types of training materials, training hours of school-based and work-based (including in mobility), ways of assessment of students' progress in acquiring the necessary knowledge, skills and competences.

National curricula for acquisition of AWC qualification

The national curricula have been developed by the national project teams according to the Guidelines (D.3.2) and the national context - VET legislation, including WBL, existing curricula in tourism sector the respective business specifics, requirements, standards etc. 

Qualification Profile - Administrator of Wellness Centre

For the purposes of the WellTo project, the Qualification Profile is defined as a complex set of learning outcomes (LOs), designed in professional competencies and the general knowledge and skills needed to form them, grouped into separate Units of learning outcomes (ULOs). Each Unit of learning outcome is part of the complete professional qualification that can be independently evaluated or validated.

Leaflets:

Transnational Occupational AWC Profile report

Based on the National Occupational AWC Profile reports and on the international focus groups conclusions a Transnational Occupational AWC Profile report was elaborated. The main tasks and duties defined by the Transnational AWC Occupational Profile report are indetified in the Transnational AWC Occupational Profile. Transnational AWC Occupational Profile will serve as basis for the developement of Qualification Profile.

National Occupational AWC Profile reports

The results of field research of all partner countries (except Germany) are summarized and presented in the National Occupational AWC Profile reports:

Field Research

Considering the fact that the AWC is a new qualification in the project partner countries, it was necessary to collect reliable information to identify the occupational profile. Thus, in each partner country (except Germany), a field research was conducted in the form of questionnaires. Questionnaires were intended for:

- specialists acting as AWC and

- specialists providing different wellness tourism services.

So field research was carried out among two groups of respondents: minimum of 30 specialists acting as AWC; and minimum 30 specialists providing wellness services from each participating country – minimum 120 respondents for each group and minimum 240 respondents in total.