Curriculum Vitae Europass Second Rule. Instructions On How To Fill

Instructions for using the Europass curriculum vitae
(Http://europass.cedefop.europa.eu)
Introduction
The wording of the curriculum vitae is an important step in finding a job or tra
ining. The CV is often the first contact with prospective employers and, therefo
re, should be done in order to capture their attention from the first moment and
give a interview. Warning! Typically, to make a first selection of candidates,
employers spend less than a minute on the analysis of a CV. Show up convincing f
rom the outset not to lose the opportunity. Carefully read the following informa
tion before completing the model of CV that will be offered.
General Recommendations
Before you start writing your CV, go review some important principles: Write you
r CV in the style of care to present its qualifications and skills clearly and l
ogic to enhance their strengths. No aspect of shape or background should be over
looked, of course, is to avoid spelling errors and punctuation. Concentrate on t
he essentials - A CV should be brief: in most cases, two pages are enough to enh
ance your profile. In some countries, three pages may seem excessive, even if it
has a vast professional experience - If your work experience is not yet extensi
ve (eg. If just left school or university), reverse the order of headings and st
art with the heading 'Education and Training) give evidence which has made the s
tages (see the examples of VC) - Highlight key information that may add value to
your application: you can also omit a former professional experience or not rel
evant for your application. Adapt your CV to suit the position you are applying
for Review carefully your CV before sending it to an employer, making sure it ma
tches the desired profile, highlighting the factors likely to enhance their cand
idacy. Find out about the company in question in order to better tailor your CV
to the desired profile. Warning: do not blister your CV to avoid the risk of bei
ng discredited at a possible interview.
Instructions for use of the European curriculum vitae - http://europass.cedefop.
europa.eu - © European Communities 2003
Page 1
Observe the structure of the model The Europass CV enables you to present your q
ualifications, skills and logically: - personal information - description of wor
k experience - education et formation description (you can put before the headin
g 'Work experience 'if this is limited; to reverse the order of items, use the'
copy / paste 'in word processing) - detailed inventory of their personal skills
and competences acquired throughout the course of training, career or throughout
life.
Note: - print your curriculum vitae on white paper - keep the font and layout pr
oposed; - Avoid writing in complete sentences underlined characters in capitals
or in bold, which are difficult to read the document - one that avoids the same
section (eg, a training sequence) continue on another page (for this purpose, us
e the 'page break' in the word processing) - the boxes provided for the completi
on of the various items are not visible in the printed document.
Be clear and concise reading of the CV should allow the interviewer know your pr
ofile in just seconds. Therefore: - Use short sentences - concentrate on relevan
t aspects of their training and professional experience - justify the interrupti
on of studies or career - delete the items for which they have to declare any re
levant (eg if you do not have any artistic ability or competence - see page 2 of
the model) or if it considers that the items in question did not confer an adde
d value to your application. To this end, use the 'cut' of word processing. All
items marked with an asterisk below are optional and can be eliminated if consid
ered irrelevant. Have read your CV Reread your CV carefully once you have comple
ted so as to eliminate any spelling errors and make sure that it is worded in a
clear and logical. Have read your CV to a third party to make sure that your con
tent is clear and easily understood.
Page 2
Detailed instructions for using the Europass curriculum vitae
(Http://europass.cedefop.europa.eu)
How to draft your Europass curriculum vitae?
I.
Use the online interface or download the template CV
For this purpose, you can:
(A) using the interface proposed in the Europass website (http://europass.cedefo
p.europa.eu). Your CV
can then be stored in a directory of your choice.
(B) load the template (in Word or OpenDocument format) in a language of their ch
oice from the same website, keeping it on the hard drive of your computer. You c
an then proceed with the completion of various items, entering your personal dat
a in the right column. See the examples provided in the CV website http://europa
ss.cedefop.europa.eu
II.
Fill out the various items according to the instructions provided below
Warning: Do not change the left column; respects the paging model, as well as th
e font used.
Page 3
Curriculum vitae Europass
Personal Information
Nickname (s) / Name (s) (optional)
Personal information on this site (optional). Notes: - a CV does not include a p
hotograph without fail, unless requested by the employer - preferably using the
jpg format.
Write (s) is (s) surname (s) (preferably in small capitals) and name (s), eg.: M
oreira, Pedro Antonio in accordance with the rules in force in their country.
Note: If you have more than one surname, start with the one you usually use.
Address (es) (optional)
First name (s) your (s) address (es) complete (s), eg.:
Rua de Santa Catarina, No. 63 P-1250 Lisboa
Note: indicate clearly the address at which you can be contacted quickly. If you
r address is different from the moment of its permanent address, can write both
addresses, stating the periods when they can be contacted through each one, the
order of the elements of the address may vary from country to country, respect t
he rules in force in its country of residence to facilitate fast forwarding the
letters, do not forget the country code when applying abroad, eg.: P-1250 Lisbon
, see examples of CVs, in the case of Ireland, the UK and the Netherlands, the c
ountry's name is mentioned at length: Dublin 2 Ireland ... London SW1P 3AT Unite
d Kingdom 2500 EA Den Haag Nederland For details, see the Interinstitutional sty
le guide available online at: http://publications.europa .eu/code/pt/pt-370103.h
tm
-
-
Page 4
Phone (s) (optional)
Sign (s) number (s) phone that you want to be contacted. If necessary, enter the
days and hours that you can contact him (to allow a fast contact), eg.: 229 123
456
Notes: If you want to send your CV for different countries, give the country pre
fix and any regional prefix in brackets and connected by a hyphen; example: (351
-22) 375 40 31 for a phone number in the region Port; separate the main number i
n groups of two from the right, the last group consisting of three digits if the
number is odd (groups are separated by a space and not by a point; example of a
phone number Brussels Region (32-2) 220 20 20, for details, see the Interinstit
utional style guide available online at: http://publications.europa.eu/code/pt/p
t-390200.htm
Phone: (351) 123 456 789
-
Fax: (optional) Email (optional)
Sign (s) your (s) number (s), fax, applying the same rules set for the (s) numbe
r (s) of phone, eg. 229 123 457 Register (s) your (s) address (es) e (s) specify
ing whether your personal or professional address, eg.:
pmoreira@wado.pt
Nationality (optional) Date of birth (optional)
Register your nationality, eg.:
Portuguese
Register your date of birth (dd / mm / yyyy), eg.:
02/04/1963 Note: The indication of age on a CV can be considered a discriminator
y element.
Sex (optional)
Indicate the gender to which it belongs (male / female), eg.:
Male Note: as to sex on a CV can be considered a discriminatory element.
Desired employment / Occupational field
(Optional)
Specify which position you are applying for or your area of expertise, for examp
le:
Database Administrator
Note: This item provides an immediate prospect of its profile and should therefo
re be completed with utmost care.
Page 5
Professional experience in this line,describe separately the relevant positions
occupied to date, starting with the most recent.
Notes: - if you are looking for their first job, do not forget to mention showin
g the stages of initial contact with the world of work - if your experience is n
ot yet extensive (eg. If just out of school or University), put first the headin
g 'Education and Training (to reverse the order of items, use the' copy / paste
'in word processors) give evidence which has made the stages (see the examples o
f VC ) - for the sake of brevity, give preference to professional experiences th
at may add value to your application. Do not overlook experience which, although
not directly related to the profile of the job you are applying for, are likely
to be a preferential factor (time spent abroad, work in contact with the public
, etc.).
-
reproduce the table (using the function 'copy / paste' in word processing) as of
ten as necessary. To delete a line, use the menu function 'Table' of word proces
sing.
Dates Occupation or position held Main activities and responsibilities
Write the length of relevant professional experience, eg.:
From March 1994 to December 1999
Indicate the job title or occupation, eg.:
HGV mechanic, Maintenance technician, Receptionist
List your main duties and responsibilities, eg.:
Repair and maintenance of vehicles or Relations with suppliers or Service to the
public.
If necessary, quantify your responsibilities (percentage of working time, term o
f office, etc.)..
Name and address of employer
Enter the name and address of employer, eg.:
Relayed, Factory Street, No. 5, P-4900 Viana do Castelo Note: If necessary, prov
ide further information (phone, fax, email or website), eg.: Tel (351) 223 34 67
89 - Fax (351) 223 12 45 68 - Email: dub@aho.fr Website: http://www.dub.org
Type of business or sector
Indicate the type of activity or sector employer, eg.:
Road Transport Office audit or financial or manufacture of automobile parts
Page 6
Education and Training Under this heading, describe separately the educational a
nd training attainments, that is culminating in a certificate or diploma, starti
ng with the most recent.
Notes: - if your experience is not yet extensive (eg. If just left school or uni
versity), put first the heading 'Education and Training (to reverse the order of
items, use the "copy / paste" of word processing) - is not in any way essential
to mention all the certificates and diplomas, if holding a university degree is
not necessary to submit the certificate of basic education; focused qualificati
ons may represent a factor of choice for your application;
-
reproduce the table (using the function 'copy / paste' in word processing) as of
ten as necessary. To delete a line, use the menu function 'Table' of word proces
sing.
Dates
Write the length of education or relevant training, eg.:
September 1994 to June 1998
Title of qualification awarded
Write the exact title of the qualification awarded, eg.:
LLM Degree (Modern Languages and Literatures), variants in Portuguese and French
Note: Avoid using abbreviations on their own (eg NVQ).
Principal subjects / occupational skills
Summarise the main subjects or occupational skills taught in the course or relat
ed training, regrouping them, if necessary, for the sake of brevity, eg.:
Portuguese general area, area of integration, foreign language (English) Physica
l education and sports Occupational Training in the workplace (manufacturing of
bread of all kinds) science applied to food and equipment (microbiology, biochem
istry, hygiene) - Technology professional (raw materials, hygiene and safety) -
Knowledge of business and its economic, legal and social issues. Note: Be concis
e and focus on the professional skills valued for their recruitment. -
Name and type of organization providing education and training
State the name (and address if necessary) and type of institution attended, eg.:
Faculty of Arts, University of Coimbra Largo da Porta Ferrea P-3000-447 Coimbra
Level in national or international (optional)
If the qualification corresponds to a national or international classification s
ystem, state the exact classification (national classification, ISCED, etc.). If
necessary, check with the entity that issued the qualification. For more inform
ation on the classification ISCED (International Standard Classification of Educ
ation) of UNESCO, visit
http://www.uis.unesco.org/TEMPLATE/pdf/isced/ISCED_A.pdf
Page 7
Personal skills and headings below allow you to display the various skills and c
ompetences acquired both during his life, or during the course of its business,
including outside the scope of their training. Therefore, you may submit a compl
ete list of their skills and competencies. The various headings (languages, skil
ls and social skills, organizational, technical, IT and others) allow you to dis
play skills acquired either as part of their education and training (during stud
ies), seminars or training courses either in a non-formal (in the course of its
business or as part of their leisure activities).
General note: delete the items for which no relevant information has to be menti
oned. To this end, use the 'cut' treatment of the text. Language (s) mother (s)
First name (s) your language (s) (s) mother (s), eg.:
Portuguese
Other languages
(Optional)
Note: List your skills and competence in foreign languages. To determine your le
vel of knowledge, use the grid for self-evaluation prepared by the Council of Eu
rope in order to allow individuals to assess themselves, their ability to unders
tand, speak and write in a foreign language (see instructions below) . Understan
d
Listening
(C1)
(*)
Self-evaluation
European level (*)
Talk
Spoken Interaction
Experienced user
Write
Spoken Production
Experienced user (B2) Independent user
Reading
C2
French
Experienced user
User (C2) experienced
(C1)
Common European Framework of Reference (CEF)
Instructions for use of the grid for self-evaluation grid for the self-assessmen
t was developed by the Council of Europe under the 'Common European Framework of
Reference for Languages. The grid consists of three categories: Basic user (lev
els A1 and A2) Independent user (levels B1 and B2) Proficient user (levels C1 an
d C2).
To assess their levels of knowledge of a foreign language, read the descriptions
below and, for each entry (Understanding Oral, Reading, Spoken Interaction, Spo
ken Production, Writing) enter the corresponding level (for ex.: Independent Use
r - B1) .
Page 8
UNDERSTANDING Understanding oral A 1: I can understand simple words and phrases
commonly used on myself, my family and immediate concrete surroundings when peop
le speak slowly and clearly. A 2: I can understand phrases and vocabulary used m
ore frequently related to issues of personal interest, eg, family, shopping, wor
k and environment in which they live. I can understand the main point in short a
nd clear, simple messages and clear. B 1: I can understand the main points of cl
ear standard speech on familiar matters of work, school, leisure, etc.. I can un
derstand the main points of many radio or TV programs on current affairs or topi
cs of personal or professional interest when the delivery is relatively slow and
clear. B 2: I can understand extended speech and lectures and follow even compl
ex lines of argument provided the topic is reasonably familiar. I can understand
most of the news and other informative programs on television. I can understand
most of the films in standard dialect words. C 1: I can understand extended spe
ech even if not clearly structured and when relationships are only implied ideas
. I can understand television programs and films without too much difficulty. C
2: I have no difficulty in understanding any kind of spoken language, whether fa
ce to face and through the media, even when delivered at fast native speed, I ha
ve some time to get familiar with the accent.The first read: I can understand f
amiliar names, words and very simple sentences, for example on notices and poste
rs or brochures. A 2: I can read very short and simple. I can find specific, pre
dictable information in simple everyday material such as advertisements, brochur
es, menus and timetables. I can understand short simple personal letters. B 1: I
can understand texts that consist of current day-to-day or work-related. I can
understand descriptions of events, feelings and wishes in personal letters. B 2:
I can read articles and reports on contemporary issues for which the writers ad
opt particular attitudes or viewpoints. I can understand contemporary literary p
rose. C 1: I can understand long and complex factual and literary texts, appreci
ating distinctions of style. I can understand specialized articles and longer te
chnical instructions, even when not related to my field. C 2: I can read with ea
se virtually all forms of written text, including abstract, structurally or ling
uistically complex texts such as manuals, specialized articles and literary work
s.
Page 9
Talk Spoken Interaction A 1: I can communicate in simple, since the person is pr
epared to repeat or rephrase things at a slower pace, and help me formulate what
I'm trying to say. I can ask and answer simple questions on familiar matters or
in areas of immediate need. A 2: I can communicate in simple and routine day-to
-day, on familiar topics and activities requiring just an exchange of informatio
n simple and straightforward. I can handle very short social exchanges, although
not usually understand enough to keep the conversation going. B 1: I can deal w
ith most situations likely to arise whilst traveling in an area where the langua
ge is spoken. I can enter unprepared into conversation on topics of personal int
erest or pertinent to day-to-day life (eg family, hobbies, work, travel and curr
ent events). B 2: I can interact with a degree of fluency and spontaneity that m
akes regular interaction with native speakers. Can I take an active part in disc
ussion in familiar contexts, accounting for and sustaining my views. C 1: I can
express myself fluently and spontaneously without much obvious searching for exp
ressions. I can use language flexibly and effectively for social and professiona
l. Formulate ideas and opinions with precision and relate my contribution my int
erlocutors. C 2: I can take part effortlessly in any conversation or idiomatic e
xpressions and colloquialisms. I can express myself fluently and convey finer sh
ades of meaning. Whenever I have a problem I can backtrack and restructure aroun
d the difficulty so without this being noticed. The first oral production: I can
use simple phrases and sentences to describe where I live and people I know. A
2: I can use a series of phrases and sentences to describe in simple terms my fa
mily and other people, living conditions, my educational background and my prese
nt or most recent. B 1: I can connect phrases in a simple way to describe experi
ences and events, dreams, desires and ambitions. I can explain or justify opinio
ns and plans. I can narrate a story or relate the plot of a book or film and des
cribe my reactions. B 2: I can express myself clearly and on a wide range of sub
jects related to my interests. I can explain a viewpoint on a topical issue givi
ng the advantages and disadvantages of different options. C 1: I can present cle
ar, detailed descriptions of complex subjects integrating sub-themes, developing
particular points and rounding off with an appropriate conclusion. C 2: I can,
smoothly-flowing, or make an oral argument in a style appropriate to the context
and with an effective logical structure which helps the recipient to notice and
remember significant points.
Page 10
Write A 1: I can write a short simple postcard, for example sending holiday gree
tings. I can fill in forms with personal details, for example entering my name,
address, nationality. A 2: I can write notes and messages relating to matters of
immediate need. I can write a very simple personal letter, for example, to than
k someone for something. B 1: I can write simple connected text on topics which
are familiar or of personal interest. I can write personal letters describing ex
periences and impressions. B 2: I can write a clear, detailed text on a wide ran
ge of subjects related to my interests. I can write an essay or report, passing
on information or giving reasons for or against a particular point of view. I ca
n write letters highlighting the personal significance of events and experiences
for me C 1: I can express myself in clear, well structured text, expressing poi
nts of view at some length. I can write letters, reports or reports on complex s
ubjects, highlighting the aspects that I consider most important. I can write in
a style appropriate to the reader in mind. C 2: I can write texts in appropriat
e style. I can write complex letters, reports or articles which present a case w
ith an effective logical structure which helps the reader to realize the essenti
al points and memorize them. I can write summaries and reviews of literary and b
usiness context. The grid for self-assessment is available on the website of the
Council of Europe: www.coe.int / portfolio
Notes: - if the holder of a certificate of their linguistic knowledge (for ex.,
TOEIC - Test Of Português for International Communication), enter the language l
evel and the date of obtaining the degree - not overstates the level of linguist
ic - this will be tested during any interview.
Social skills and competences
(Optional)
What do they mean? For skills and social skills means the ability to live and wo
rk with other people, in jobs where communication is important in situations whe
re teamwork is essential (for ex.: Culture and sport) in multicultural environme
nts, etc.. Describe your social skills and competences, eg.:
team spirit, ability to adapt to environments mutliculturais; good communication
skills (for ex.: write clearly or to transmit information efficiently), etc..
Specify in what context they were acquired (through training, seminars, professi
onal context, voluntary or leisure activities, etc.)..
Page 11
Computer skills and competences
(Optional)
What do they mean? Skills and competences of the organization means the ability
to coordinate and manage projects and budgets in a professional context, in acti
vities of social solidarity (eg. In culture and sports), as well as privately. D
escribe your skills and competences, eg.:
leadership (currently responsible for a team of 10 people); sense of organizatio
n (logistics experience), ability to manage projects and teams.
Technical skills and competences
(Optional)
What do they mean? For skills and expertise means the area of specific machines
or equipment (not computer), or the skills and technical skills acquired in a sp
ecific area (manufacturing, healthcare, banking, etc.).. Describe your skills an
d competences, eg.:
implementing quality control processes (I was responsible for quality audit in m
y dept), etc.
Specify in what context they were acquired (through training, work, voluntary or
leisure activities, etc.)..
Computer skills and competences
(Optional)
What do they mean? The skills and competences include the word processing softwa
re and other (query databases, web browsing, advanced skills - programming, etc.
).. Describe your skills and computer skills, eg.: - The field of Microsoft Offi
ce ™ (Word ™, Excel ™ and PowerPoint ™) - Basic knowledge of graphic design appl
ications (Adobe Illustrator ™,PhotoShop ™). Specify in what context they were a
cquired (through training, seminars, professional context, voluntary or leisure
activities, etc.).. List your artistic skills and competences which are an asset
(music, writing, drawing, etc.). Eg.:
- Knowledge of piano
Artistic skills and competences
(Optional)
onal context, voluntary or leisure activities, etc.).. Indicate any other skills
and competencies may represent a preferential factor (hobbies, sports, membersh
ip responsibilities, etc.). Which have not been mentioned in previous categories
, eg.:
- Practice of trekking
Other skills and competences
(Optional)
Page 12
Letter (s) driving
(Optional)
Enter here (s) category (s) for which the vehicle (s) letter (s) driving that en
title the holder is, eg.:
driving license category B
Additional information
(Optional)
State here any other information deemed useful for ex.:
publications or research work, member of a professional organization, etc..; mil
itary situation (if relevant), a contact or reference (name, occupation and cont
act details see note below); family situation.
Example:
Published Article: "The Interactive Dictionary of Language learning specialist",
Journal Terminologies 11, Termip, Portuguese Association Terminology Notes: - d
o not give the address of a contact person without obtaining your prior consent,
it is preferable to mention : 'References supplied on request' not to overload
the curriculum vitae - including a brief description of any publications or rese
arch work, to specify the type of document (thesis, article, report, etc.).
Attachments (optional)
-
delete this line if you have nothing to declare.
List any items attached to the CV, eg.:
copies of diplomas and certificates, including the evidence of attendance at con
tinuing education courses that are not sanctioned by certificate or diploma - ce
rtificate of employment or training - publications or research work, etc.. Note:
- listing the documents in a logical order (eg, group, and if necessary, number
, diplomas, certificates of employment, etc..) For readability;
-
to avoid the risk of loss, do not send originals of certificates and diplomas, b
ut photocopies.
Page 13

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