ExPerO2EU is a Leonardo da Vinci – Transfer of Innovation project conducted by research institutes and VET schools for modifying and transferring models and tools from two precedent projects, ExPerO ( EXpectations and PERceptions Of Quality in Higher Technical Education) and VQTS (Vocational Qualifications Transfer System). Overall aims are creating a European standard for assessing the quality of learning outcomes in post secondary VET and a network of educational institutions where the model is used for mutual recognition of competences. The project started in autumn 2008, we will present interim results. In the ExPerO project, a theoretical model of evaluating the quality of learning outcomes in post secondary education and corresponding diagnosis tools were produced. Trainees, internal and external stakeholders are consulted to evaluate expectations and status quo of several fields: organisational processes, the quality of results, the quality of the image of the organization, the quality of competences and the satisfaction of results. Tools for all fields except for „quality of competences“ have been developed. The core result of the VQTS project is a competence matrix for mechatronics where profiles of institutions and individuals can be displayed. The matrix which includes steps of competence development can be used for transfer of competences in (international) mobility processes. The concept underlying the development of the VQTS competence matrix is the model of competence development by Dreyfus/ Dreyfus (1986). Our research in the first project phase deals with the question if the VQTS matrix can be integrated in the ExPerO model as a tool for measuring the „quality of competences“ in schools for mechatronics. The „usability“ of the matrix in general will be tested by supporting the schools in allocating themselves in the matrix in the form of „institutional profiles“. The research team will consider several ways of evaluating the „quality of competences“: Based on the matrix, a certain level of competence development can be defined as minimal standard for the end of the course and compared with trainers' and trainees' perceptions of the competences acquired. There can, in addition, be practical tests and tools to make the way of assessment transparent. Based on the results from these process, it will be discussed whether the VQTS model can be used for assessing the „quality of competences“ in vocational education and training.

A questionnaire to obtain schools' feedback on the usability of the competence matrix and a matrix to describe and compare their ways of assessment will be elaborated in spring 2009. The information obtained from the schools will be discussed with them in a workshop.

First feedback on the competence matrix indicates that only some minor changes were proposed. In general, the schools can allocate their programmes in the structure given. As for transparency in assessment, it will be seen if there are similar approaches (e.g. various forms of practice-oriented assessment) or if there is a greater variety.