ECVET Pilot Projects 2010-2013:

2nd Seminar ‘Assessment of Learning Outcomes in the context of Lifelong Learning’

Background document

April 2012

ECVET Pilot Projects 2010-2013: 2nd Seminar

April 2012

ECVET Pilot Projects 2010-2013:

2nd Seminar ‘Assessment of Learning Outcomes in the context of Lifelong Learning’

Background document

Internal document – please do not distribute!

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ECVET Pilot Projects 2010-2013: 2nd Seminar

April 2012

Contents

1 Introduction............................................................................................................ 1

2 The working methods in the seminar ................................................................... 1 2.1 Day 1: Approaches to the assessment of learning outcomes: Presentations and

discussion ............................................................................................................................1 2.2 Day 1 and 2: One year on: Progress to date .........................................................................3

3 The role of assessment as part of the ECVET technical specifications ............. 4

4 Assessment of Learning Outcomes in the context of students’ mobility – Synopsis of the results of the 1st generation of pilot projects ............................ 6

5 Assessment in the context of lifelong learning and national implementation of ECVET .................................................................................... 7

5.1 Examples .............................................................................................................................7

Annex 1 Practical information ................................................................................ 11 When arriving by plane ..................................................................................................................... 11 When arriving by train and/or from the airport to the train station ....................................................... 12 When arriving by car ......................................................................................................................... 12

ECVET Pilot Projects 2010-2013: 2nd Seminar

April 2012 1

1 Introduction

This background paper was prepared in view of the 2nd

seminar of ECVET pilot projects

(2011-2013). It:

▪ Provides further information on the agenda;

▪ Helps participants to prepare their interventions;

▪ Provides background information for the topics to be discussed.

The seminar agenda has two main foci: the main theme discussed on day 1 will be

assessment of learning outcomes in the context of ECVET and the second day will be

dedicated to presenting projects’ progress after one year of work.

Hence the topic in focus will be assessment of learning outcomes and credit transfer in the

context of lifelong learning. The projects will be invited to present their approaches to the

subject and discuss open questions with a focus on recommendations to future users of

ECVET in the context of lifelong learning.

The 2nd

issue covered will be the progress made to date. The projects will get the opportunity

to discuss challenges and open questions in a peer counselling process.

In this paper, you will find background information about the role of assessment as part of

the ECVET technical specifications. To shed light on the context, it will be outlined shortly

how the ECVET recommendation envisages ECVET in the context of lifelong learning. It is

summarised briefly how the 1st generation of pilot projects handled the topic of assessment.

In a last section, the context is outlined in which the current pilot projects aim at

implementing an assessment method in view of facilitating credit transfer.

2 The working methods in the seminar

2.1 Day 1: Approaches to the assessment of learning outcomes: Presentations and discussion

As discussed later in this document assessment of learning outcomes and its documentation

is a crucial step to enable recognition of learning outcomes in the context of ECVET. That is

why this topic has been selected as the focus for this second seminar.

2.1.1 Aims

The aim of this part of the agenda is to facilitate synergy between the pilot projects and to

exchange ideas on the topic of assessment of learning outcomes and how assessment

supports credit transfer and recognition. After the workshops, the participants should

▪ Have an overview on the methods and solutions developed;

▪ Understand the development process and the reasons for the decisions made by the

projects;

▪ Get an idea on the main challenges faced by the projects (with regard to assessment);

▪ Be able to formulate common recommendations on assessment methods and how to

develop them for future projects working on ECVET in the context of lifelong learning.

2.1.2 Guidance note for presentations

In the workshops, all projects should present their approaches to assessment in the context

of credit transfer and accumulation. There will be two parallel workshops with one morning

and one afternoon session each (11.30 a.m.-1 p.m and 2-3.30 p.m.). The projects will be

asked to participate with one representative to each workshop, so that each project has the

chance to get to know all approaches.

ECVET Pilot Projects 2010-2013: 2nd Seminar

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The presentations

Please prepare a presentation of 15 minutes (max. 10 slides) about your approach to assessment,

addressing the following questions:

What did you do in your project, how and why?

Please address:

1. Assessment and credit transfer/accumulation: Based on your project experience, why is

assessment an important step to enable validation and recognition of learning outcomes?

2. The method developed: Please describe how in your project you handled the topic of

assessment of learning outcomes focusing on those aspects that will ensure that the

assessed learning outcomes can be transferred and accumulated.

3. The development process: Please describe the process that led to the development of

that method. How did you get to that solution? Whom did you have to involve? How did you

come to an agreement? What were the reasons for your decision?

Please focus on challenges, open questions, and lessons learnt. If available, please bring material

and examples like assessment grids etc.

Please submit your presentation until 24 April 2012 to GHK, emmanuelle.meens@ghkint.com

2.1.3 Guiding questions for discussion:

After the presentations, the groups will discuss the different approaches. The aim is to

develop common recommendations. The following guiding questions will be posed:

1. The role of assessment in the process of credit transfer and accumulation:

▪ Why is assessment important: Evidence from projects

▪ How does assessment support credit transfer and accumulation?

▪ What characteristics should the assessment process satisfy in order to support credit

transfer and accumulation?

2. Methods and solutions presented:

When carrying out assessment:

▪ Who are the key actors?

▪ Who assesses?

▪ According to which criteria, set out by whom?

▪ What is the role of the competent institution in the assessment process?

▪ Why is the process designed in this manner?

▪ What is the result of assessment? Does it lead to the award of a unit? Qualification? Or

is it formative assessment? Is it related to any regulations?

▪ How is the assessment documented?

3. Setting up assessment in view of credit transfer – the development process:

When developing the process of credit transfer and accumulation and in particular the

assessment:

▪ What main problems did you identify?

▪ How did the different actors (competent institutions, people in charge of assessment)

react?

▪ What have you done to overcome problems and resistance?

The same questions will be discussed in both groups. The outcomes of the discussions will

be summarised and presented by the facilitators during a follow-up session in the morning of

the next day (9.15-10.15 a.m.).

ECVET Pilot Projects 2010-2013: 2nd Seminar

April 2012 3

2.2 Day 1 and 2: One year on: Progress to date

2.2.1 Day 1: Identification of main challenges and open questions

The aim of this session is to identify the main challenges the project are currently facing and

set up groups for the World Café sessions on the next day (10.45-12.00 next day). The

themes will be identified ad-hoc in a plenary session, working with the meta-plan method.

Two questions will be posed:

▪ What is/are the main challenge/s you are currently facing in your project?

▪ Which burning question/s do you have right now?

The participants will be given 15 minutes to note the main challenges and burning questions they are

currently facing individually on cards. The cards will be collected and sorted according to recurring

themes. The person who wrote the card decides where it belongs.

In the next step, participants decide on the questions to discuss in the World Café session on the

next day. Five questions will be chosen and small groups of up to five persons will be formed -

according to the themes that emerged. The participants also decide whether they would like to act as

a host regarding one specific question (for explanation, see following section).

2.2.2 Day 2: World Café sessions

In the World Café sessions, participants will be given 75 minutes to discuss several issues in

small groups – as identified on the previous day. After the discussions, the small groups will

present the outcomes of their discussions in plenary.

World Café Working Method

The World Café methodology was designed to facilitate large group dialogue. It consist of the

following five basic components:

1) Setting: Round tables for 4-5 participants.

2) Welcome and Introduction to the tables: The host begins with an introduction and an outset of the

context.

3) Questions: Each table discussion will be centred around one of the questions formulated on the

evening before. The same questions can be used for more than one round, or they can be built upon

each other to focus the conversation or guide its direction.

4) Small Group Rounds: The process begins with the first of three twenty minute rounds of

conversation for the small group seated around a table. At the end of the twenty minutes, each

member of the group moves to a different table. One person stays as the "table host" for the next

round, who welcomes the next group and briefly fills them in on what happened in the previous

round.

5) Harvest: After an hour of small group discussions (three rounds), individuals are invited to present

insights or other results from their conversations with the rest of the large group.

(Source: http://www.theworldcafe.com/method.html)

ECVET Pilot Projects 2010-2013: 2nd Seminar

April 2012 4

3 The role of assessment as part of the ECVET technical specifications

‘Assessment of learning outcomes’ means methods and processes used to establish the

extent to which a learner has in fact attained particular knowledge, skills and competence.

ECVET Recommendation1

ECVET combines several technical components and processes into a methodological

framework that forms the ECVET technical specifications. The core element of ECVET technical specifications is the use of units of learning outcomes (units). The use of units

creates the possibility to recognise learning outcomes that correspond to a part of a

qualification and to achieve the remaining learning outcomes through further learning.

The assessment, validation and recognition of units enable credit transfer and

accumulation. This may help competent institutions to develop approaches whereby

learners can build on the knowledge, skills and competence they have achieved in the past,

be it in formal education and training, non-formal learning, through working, leisure activities or any other learning in order to get a qualification. The ECVET Questions and Answers

document, defines credit transfer and accumulation as follows:

▪ Credit transfer is a process through which learning outcomes achieved in one context

can be taken into account in another context. Credit transfer is based on the processes

of assessment, validation and recognition.

▪ Credit accumulation is a process through which learners can acquire qualifications

progressively by successive assessments of learning outcomes.

The processes of credit transfer and accumulation can be used within a predefined

education and training pathway but they can also be used to facilitate transitions of as part of

individuals’ learning paths. The following distinction between ‘education and training path’

and ‘pathway’ can be made2 :

▪ Education and training path is the sum of learning sequences followed by an individual to

acquire knowledge, skills and competence (thus the results of an individual’s choices);

▪ Pathway is a set of related education and training programmes provided by schools,

training centres, higher education institutions or VET providers that facilitate individuals’

progression within or between sectors (the institutional set up and predefined linkages).

The ECVET Recommendation mentions assessment at several occasions and with regard to

different aspects of ECVET principles and processes. These are:

▪ The design and description of units:

The Recommendation says that each unit should be designed in a way that enables distinct

assessment. In other words, it has to be possible to assess the learning outcomes in the unit

as a single set in an assessment exercise. This is related to the fact that learning outcomes

should be grouped together in units based on some common ground (according to activities,

tasks, products, etc.). The Recommendation also says that each unit should include the

description of assessment procedures and criteria for the learning outcomes concerned.

▪ The transfer and accumulation process:

In geographical mobility in the framework of an agreement, the transfer process, as

described in the ECVET Recommendation, is based on the assessment of learning

outcomes and their documentation by the host institution. Based on this evidence of

1 ECVET recommendation: http://eur-

lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:155:0011:0018:EN:PDF 2 Cedefop 2008. http://www.cedefop.europa.eu/EN/publications/13125.aspx

ECVET Pilot Projects 2010-2013: 2nd Seminar

April 2012 5

successful assessment, the home institution validates and eventually recognises the learning

outcomes achieved.

For other cases, when it comes to learning outcomes achieved outside a partnership or in

non-formal and informal learning:

the competent institution which is empowered to award qualifications or units or to give credit

should establish procedures and mechanisms for the identification, validation and

recognition of these learning outcomes through the award of the corresponding units and the

associated ECVET points.3

This procedure for identification of learning outcomes may involve organising a specific

assessment or it may involve examination of the existing evidence on assessment (if the

assessment already took place in another institution). In some cases, a learner might want to

get transferred some of the learning outcomes s/he has achieved in another formal

education and training pathway. If there is no partnership agreement between the institution

where s/he studied in the past and where s/he seeks recognition, the latter institution can

decide on recognition based on the learning outcomes description of the unit(s). The

description and evidence given in the assessment might play an important role here.

▪ The partnerships for transfer and accumulation:

Setting up partnerships for ECVET transfer and accumulation implies mutual trust and

acceptance of each other’s’ practices including assessment. According to the ECVET

Recommendation, the Memorandum of Understanding should among other things contain

information/statements through which the partner institutions

accept each other's quality assurance, assessment, validation and recognition criteria and

procedures as satisfactory for the purposes of credit transfer.4

This implies that quality assurance and assessment (as well as validation and recognition)

are discussed and agreed prior to setting up the partnership.

In addition to this preliminary agreement in the Memorandum of Understanding, the learning

agreement (for each learner) should stipulate that:

if the learner has achieved the expected learning outcomes and these have been positively

assessed by the ‘hosting’ institution, the ‘home’ institution should validate and recognise

them as part of the requirements for a qualification, according to the rules and procedures

established by the competent institution.5

In summary, this means that those parties testing or implementing ECVET should make sure

that the following aspects are tackled in their discussions and agreements:

1) The assessment criteria and the relationship between the learning outcomes in the unit

description and the assessment.

In other words, make sure that what is described in the unit description is in reality

assessed at the end of the learning period. While it is not necessary to use the same

assessment methods and criteria/indicators, it is important that the methods and

assessment criteria are transparent.

2) Assessment methods and procedures and related quality assurance.

It is necessary that the acceptability and the quality assurance of assessment are

discussed and agreed among the partners. Due to the specific national regulations in

place, it is possible that some assessment methods are not acceptable to some of the

partners – especially when the methods and the conditions they are based on are not

transparent. Hence, all actors concerned (competent institutions, training institutions,

3 ECVET recommendation: http://eur-

lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:155:0011:0018:EN:PDF 4 ibid

5 Ibid.

ECVET Pilot Projects 2010-2013: 2nd Seminar

April 2012 6

teachers, trainers and the learner) should be aware of the assessment criteria used to

assess the learner. The assessment procedures and criteria used are in line with what

has been agreed on.

3) The documentation of assessment.

The transfer of credit relies on documentation of the fact that the learning outcomes have been successfully achieved, as verified in the assessment. This documentation makes the achievement of learning outcomes visible to those who will validate and recognise learners’ credit. Consequently it is necessary to make sure that the documents – such as the transcript of record – provide sufficient information and make visible the achieved learning outcomes.

4 Assessment of Learning Outcomes in the context of students’ mobility – Synopsis of the results of the 1st generation of pilot projects6

The experience of ECVET pilot projects 1st generation shows that, depending on the

approach taken by the partner institutions, the implications of carrying out learners’

assessment abroad will vary. In some examples, assessment during mobility can serve as a

basis for the validation and recognition of units of learning outcomes when learners’ credit is

being transferred and accumulated. In these cases, the unit (or part of unit) of learning

outcomes achieved abroad is not assessed again in the home institution. In other cases, the

assessment has a formative role, which means the assessment makes learners’ progress

during mobility visible. The content of a mobility period is clarified and learners as well as

their teachers or trainers have a good understanding of what the person achieved abroad.

Different assessment methods and procedures to be used in the framework of geographical

mobility of learners were developed:

▪ Some project partners developed and described a common assessment method; while

others left the choice of methods for each training centre to define - however, they used

the same assessment criteria and assessment grids;

▪ Also in other projects, the assessment was not necessarily guided by common agreed

assessment criteria and indicators, but was based on the learning outcomes

descriptions. The project partners were provided with templates to record the

assessment in a transparent manner - the choice of assessment methods was left for the

training centres to decide.

▪ Other projects used occupational activities or work processes as the basis for the

definition of units of learning outcomes based their assessment methods and procedures

on mastering certain work tasks. Assessment criteria related to the levels of performance

expected.

It was found important to ensure that learners are being assessed fairly and against the

same standards (not higher or lower) as if they were assessed in the home institution.

Therefore, the ECVET pilot projects discussed and developed procedures for establishing

mutual trust in the assessment that takes place abroad. These procedures involved mutual

study visits of representatives from sending and hosting institutions beforehand or the

development of common quality standards.

6 This text is a short version of the section on assessment from the text ‘Synopsis of the results of the 2008

ECVET pilot projects’, by Daniela Uličná (GHK Consulting) and Karin Luomi-Messerer (3s), that has been published in the brochure distributed at the pilot projects final conference: http://www.ecvet-projects.eu/Documents/Seminars/ECVET_Brochure_singlepages_allthesame.pdf

ECVET Pilot Projects 2010-2013: 2nd Seminar

April 2012 7

5 Assessment in the context of lifelong learning and national implementation of ECVET

In principle, credit transfer in ECVET is based on the fact that one institution accepts the

assessment of learning outcomes made by another institution. Therefore, the use of ECVET

needs to be facilitated by the development of partnerships that develop mutual trust in their

respective assessment methods or develop a common assessment method.

In the context of students’ mobility, these partnerships are mostly set up between training

institutions that agree on a common method of facilitating mobility projects using ECVET.

Partnerships that are created in a lifelong learning context have different objectives. They

aim at strengthening the possibilities for lifelong learning. This can happen by facilitating

transparency and permeability between different educational paths or educational sectors, or

by facilitating the recognition of prior learning (formal, non-formal or informal) in an individual

learning pathway. A wide variety of actors can be involved in these partnerships – depending

on the context and aim of the projects. For instance, they can take the following forms:

▪ Partnerships between providers of VET and providers of adult learning;

▪ Partnerships between VET providers and higher education institutions;

▪ Partnerships between training providers at different levels;

▪ Partnerships between training providers and providers of adult learning and/or higher

education institutions in different countries or systems.

The ways of facilitating credit transfer will depend on the partnerships’ objectives and the

national conditions in place.

The 2011-2013 ECVET pilot projects aim at supporting aspects of national implementation of

ECVET. The exact conditions and the angle taken in the projects vary. The projects need to

make sure that the approaches to using ECVET they develop are in line with the specific

national conditions and requirements for assessment. Therefore they test ways of facilitating

permeability and transparency in the existing national/system-level framework.

Qualifications systems have different approaches to assessment methods and procedures.

In some systems, assessment is highly regulated; in others teachers and schools have much

more autonomy in its organisation – they can choose from a range of methods and decide

on the assessment context and timing. It is possible that some forms and methods of

assessment will not be acceptable for some competent authorities because of the existing

regulations in place. This is especially likely if it is not clear how the learning outcomes

described in the unit will be verified through the assessment.

Consequently, the assessment methods developed by the pilot projects need to put special

emphasis on these aspects and also need to consider how to facilitate validation and

recognition.

5.1 Examples

Several 2011-2013 pilot projects are already working on issues related to assessment in view of credit transfer. Some examples of projects are presented here that have already developed approaches to assessment.

MEN ECVET (FR)

The project MENECVET examines how VET qualifications of the French Ministry of National

Education compare with principles of ECVET. Based on this comparison the project will develop

recommendations on how to use ECVET (in particular for the geographical mobility of students) for

VET qualifications falling under the Ministry of National Education.

As to assessment, a standard applying to for VET qualifications falling under the Ministry of National

Education is in place. This standard systematically contains:

▪ The assessment regulation which defines how units will be assessed, the assessment mode

ECVET Pilot Projects 2010-2013: 2nd Seminar

April 2012 8

(e.g. oral, written or practical) and their coefficient (the coefficient gives the weight of each unit in

the overall assessment);

▪ Definition of assessment situations for each unit (list of competences to assess, assessment

criteria, duration of the assessment situation, etc.);

▪ The possibility to assess the unit through either a one-off final assessment or continuous

assessment. Continuous assessment takes into account the assessment made in the workplace.

The conditions of continuous assessment (objectives, duration, context – place) are also

described in the standard.

Compared with ECVET, this means that there is a clear framework for the assessment (per unit)

that leads to certification of the VET qualifications of The French Ministry of National

Education. The fact that the option to use continuous assessment exists makes it possible to

share the assessment between different actors (potentially including assessors abroad).

However, it is necessary to clarify and refine the conditions in which such shared assessment

(shared between the training centre and a French company or a foreign training centre/company)

takes place.7

CPU-Europe (BE-fr)

The CPU-Europe project is an element of a major reform of the vocational education and training

(VET) system in the French Speaking Community of Belgium. Since 2010, a reform of the VET

system focusing on certification by units (hence the name CPU – ‘certification par unites’) is being

progressively implemented. This reform is based on the principles of ECVET as well as those of

lifelong learning.

CPU-Europe aims – among other things - at facilitating mobility between different training

providers (who might organise training differently) and recognition for previous studies in

VET. The use of common units will enable learners to pursue their studies in another training centre

– even after a temporary interruption in a pathway.

Units are designed so as to embed knowledge, skills and competences in a progressive spiral-like

manner. The units to achieve at the beginning of the pathway combine the basic knowledge, skills

and competence. As learners progress, more complexity is required and the basic knowledge, skills

and competence are further developed. At the end of the pathway learners have to demonstrate that

they are capable to combine the different knowledge, skills and competence by carrying out complex

tasks and activities.

Contrary to some other VET systems this does not take the form of a final examination but the final

unit of a given qualification integrates knowledge, skills and competence that are complex and

require higher levels of autonomy. Hence, each unit needs to be assessed separately. Training

providers will be granted room for autonomy in designing the assessment process; but need

to commit to common criteria.8

EASY Metal (DE)

EASYMetal develops and tests methods and tools to enhance transparency and permeability at the

interface between pre-vocational training and vocational training in Germany. The aim is to facilitate

the comparability of learning outcomes obtained in a pre-vocational training year to learning

outcomes of qualifications in the metal industry - an important precondition to encourage permeability

between those different learning schemes.

As to assessment, EASYMetal proposes that VET-providers active in the prevocational system

should carry out an assessment at the end of the learning process based on the predefined

units of learning outcomes and the test criteria described for every learning outcome.

EASYMetal has developed an assessment method based on specific instruments and examples.

7 Cf. ECVET-Magazine No.7: Daniela Ulicná, GHK Consulting - MENECVET – How do French qualifications of

the Ministry of national education compare with ECVET? 8 Cf. ECVET-Magazine No.7: Daniela Ulicná, GHK Consulting - CPU- Europe: Certification based on units

(Certification par Unités)

ECVET Pilot Projects 2010-2013: 2nd Seminar

April 2012 9

The assessment process needs to be valid and accepted by all actors in the field. Therefore, it is

important to make sure that the assessment is implemented on the basis of common quality

standards (duration of assessment, ratio assessors/learners, criteria for the choice of a work

sample etc.) in all learning venues of the pre-vocational system.

The results of the assessment need to be documented in a transparent manner. The intention is to

provide every young adult in pre-vocational training with a certificate (transcript of records)

documenting learning outcomes – preferably issued by the respective competent institution.9

ICARE (IT)

The I CARE project sees ECVET as a suitable instrument to develop a recognition model in the field of personal care and establish mutual trust among the partner countries involved (Italy, Romania, Germany, and Poland).

As to assessment of learning outcomes acquired by formal, non-formal or informal learning, I CARE will elaborate written and practical tests in order to assess knowledge and skills for each learning outcome included in the matrix. These tests will be applied by the partner countries involved in a concrete testing phase.

If the partners are content with the process and the results of the testing, they will agree to recognise the testing results of applicants on a transnational basis. For instance, a Romanian immigrant in Italy (Lombardy region) will then be able to get his or her qualifications for baby sitter acquired in Romania recognised in Italy (Lombardy region), based on the results of the assessment procedure.

10

ESyCQ (DE)

The aim of the project is to enable credit transfer for a selected area of vocational training and

all forms of learning (formal, non-formal, informal). Six professions/qualifications in the fields of

commerce and IT training have been selected in which lateral entry on the basis of informal and non-

formal learning is typical. Credit transfer procedures will be developed that cover overlaps in training

content. For these qualifications, outcome-oriented descriptions broken down into competence

areas, competencies, skills, and specialist knowledge will be drawn up and implemented in the online

CEMES skills evaluation database. The learning outcomes descriptions in the database will entail

assessment criteria.

The CEMES database will also be used as an instrument for assessment. A competence

assessment using the database can be taken in certified test centres, validated by certified

assessors. The competence assessment will be developed particularly with regard to the

recognition of informal and non-formal learning. The outcomes of the competence assessment will

be recognised by the competent institution.11

9 Cf. ECVET-Magazine No.7: Anette Curth and Cecile Mathou - EASYMetal: European Credit System for Basic

Qualifications in the Metal Industry 10

Cf. ECVET-Magazine No.7: Anette Curth – Improving Mobility and Career Paths for Personal Care and Social Workers: The I CARE project 11

Based on information collected throughout visits and conversations with project representatives

ECVET Pilot Projects 2010-2013: 2nd Seminar

April 2012 10

ANNEXES

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April 2012 11

Annex 1 Practical information

Venue:

H10 Hotel Roma Citta

Via Pietro Blaserna, 101 (Quartiere Marconi)

00146 - Roma – Rome - Italy

Telephone: (39) 06 556 52 15

Fax: (39) 06 559 32 63

e-mail: h10.roma.citta@h10hotels.com

web: www.hotelh10romacitta.com

The H10 Roma Città is located at the Marconi zone, a privileged area close to the Trastevere, around

4km from the city centre; free shuffle bus from hotel will take you to the historical centre.

When arriving by plane

Rome, Leonardo da Vinci or Fiumicino airport is located 24 km southwest of the H10 Roma Citta

Hotel. There are two options how to get from the airport to city centre:

▪ By train

The Leonardo Express is the direct train that serves the route between the airport and the centre of

the city of Rome (station Roma Termini) every half hour.

Ticket costs 11euro and are available at the full-service Trenitalia counter in the train station. Here you

can purchase tickets, talking directly with a Trenitalia representative. Or you can use one of the self-

service kiosks in the station. Tickets sold at the departure platform are more expensive. Get your ticket

stamped in a yellow validation machine just before using it. Ticket expires 90 minutes after validation.

This train covers the distance in 30 minutes.

The first departure from Roma Termini is at 5.52 (each 22nd

and 52nd

minute) and from Fiumicino

at 6.38 (each 08th

and 38th

minute). The last departure from the airport is at 23.38 and from Roma

Termini at 22.52.

▪ By Taxi

The distinctive white taxi cabs wait outside the passenger stations, in order to serve the passengers.

From October 1st 2006 there are fix fares from downtown to airports. City centre to Fiumicino and

vice-versa cost 40euro.

ECVET PILOT PROJECTS – Seminar 26-27 April in Rome

Practical information

ECVET Pilot Projects 2010-2013: 2nd Seminar

April 2012 12

When arriving by train and/or from the airport to the train station

The Roma Termini train station is located north of the old town and a short walk from most hotels and attractions. The train station has a tourist information centre, currency exchange, and left-luggage service.

To get from the train station to the hotel, please take train nr 4, direction – Pisa C.Le. You have to

drive three stations; Roma Trastevere is your destination. This distance will be covered in 15 minutes.

The hotel is located 800m from this train station, please see the map below.

When arriving by car

From the airport to the hotel it will take you around 40minutes. Road A91 will take you to Rome. Take

the exit toward Roma Centro/Via della Magliana. After around 3,5km continue onto Lungotevere degli

Inventori and in around one km turn left onto Piazza Augusto Righi, continue onto Viale Guglielmo

Marconi in half km turn onto Via Pietro Blaserna, the destination will be on the left.

Private parking is possible on site (reservation is not needed) and costs EUR 12 per day.

ECVET Pilot Projects 2010-2013: 2nd Seminar

April 2012 13

Map of the greater area. ‘A’ indicates the location of H10 Hotel Roma Citta

Source: google maps