European credit system for vocational education and training ECVET 26.-27. February 2013 Kubija
ECVET: one of several EU tools • The European credit system for vocational education and training (ECVET) is one of several European tools designed to make qualifications systems more easily understood and flexible throughout the European Union (EU) and so support more mobility for workers and learners
Important for EU and national LLL strategies • The momentum behind the development of the EU tools is due to several factors – Europe’s workface is ageing and needs more ready access to training throughout longer working lives – Changes in job content are becoming more rapid – People change jobs more frequently – There are new opportunities and ways to learn – Low-skilled people are especially vulnerable in the labour market – The percentage of drop-outs from upper-secondary education remains worryingly high – Both groups need more support to integrate into the labour market
Recognition of Learning outcomes • Encouraging Member States to broaden the range of knowledge, skills and competence valued and used by society, by recognising learning outside the formal education and training system. This includes learning acquired at work, during leisure time or during learning periods abroad. • To support mobility, enable people to build on what they have learned abroad, in a different education and training institution or in different situations. • ECVET should become easier to fully integrate mobility into learners’ learning pathways and to make visible and recognised what they have learned abroad.
ECVET tools • ECVET tools and methodology comprise – the description of qualifications in terms of units of learning outcomes with associated points, – a transfer and accumulation process and – complementary documents such as learning agreements , transcripts of records and ECVET users’ guides
ECVET principles VET context Poland Learning experience UK Mr X achieves Mr. X has an opportunity for a learning outcomes learning period He wants to transfer “home” new L.O. to include them in his qualification
Learners’ transcripts of record Transparency of qualifications ECVET objectives and technical components How does What are the ECVET technical ECVET general R components contribute to objectives of e mobility &LLL ECVET? Units of learning outcomes c Transparency o ECVET points of Transnationa l g qualifications Transcript of record mobility n i Assessment of LO t Accumulation Validation of LO i process o Recognition of Lo Lifelong n learning Memorandum of understanding (partnership) Learning Transfer outcomes process Learning agreements Learners’ transcripts of record
Learning outcomes • Learning outcomes are statements of what a learner knows , understands and is able to do on completion of a learning process and which are defined in terms of knowledge, skills and competence
KSC ’Knowledge’ means the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study. ’Skills’ means the ability to apply knowledge and know-how to complete tasks and solve problems. ’Competence’ means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development.
Descriptors defining levels in EQF Each of the 8 levels is defined by a set of descriptors indicating the L.O. relevant to qualifications at that level in any qualification system Knowledge Skills Competence Is described as theoretical Are described as cognitive Is described in terms of and/or factual and practical responsibility and autonomy Level 1: Basic general knowledge Level 1: Basic skills required to carry Level 1: Work or study under direct out simple tasks supervision in a structured context Level 2-7 hierarchy of ’knowledge’ : Level 2- 7 hierarchy of ’solve problems’: Level 2- 7 hierarchy of ’contexts’: Factual Facts, principles, processes and general routine – specific – abstract – complex and usually predictable – unpredictable change unpredictable – critical – unpredictable – complex, unpredictable concepts and require new strategic approaches Level 8: The most advanced and Comprehensive, specialised Level 8: Demonstrate substantial specialised skills and techniques, Awareness of boundaries authority, innovation, autonomy, including synthesis and evaluation, Advanced scholarly and professional integrity required to solve critical problems in Highly specialised and sustained commitment to the research and/or innovation and to Level 8: Knowledge at the most development of new ideas or extend and redefine existing advanced frontier of a field of work processes in the forefront of work or knowledge or professional practice or study and at the interface study contexts including research between fields
Learning outcomes in EQF Levels Knowledge Skills Competence 1 2 Learning outcomes - what a learner knows, understands and is able to do on completion of a learning process 3 4 The 8 levels distinguished according to: – the complexity and depth of knowledge and 5 understanding – the degree of necessary support or instruction 6 – the degree of integration and independence required 7 – the range and complexity of practise/application – the degree of transparency and dynamics of situations 8
The diversity of approaches There are different approaches to identifying and describing learning outcomes depending on the qualifications system It is clear that application of the learning outcomes concept will vary, depending on whether the focus is VET, general or higher learning
How are units used in the framework of ECVET partnerships for mobility? Designing common units
What is a Memorandum of Understanding? A MoU is an umbrella agreement A MoU is an agreement between competent institutions which sets the framework for credit transfer It formalises the ECVET partnership by stating the mutual acceptance of the status and procedures of competent institutions involved It also establishes partnership’s procedures for cooperation
What is a competent institution? Institution which is responsible for designing and awarding qualifications or recognising units or other functions linked to ECVET, such as the allocation of ECVET points to qualifications and units, assessment, validation, recognition of learning outcomes under the rules and practices of participating countries.
Let’s be clear ... Assessment of learning outcomes Hosting establish the extent to which a learner has in fact attained particular knowledge, skills and competence Validation of learning outcomes Home confirming that assessed learning outcomes achieved by a learner correspond to specific outcomes which may be required for a unit or a qualification Recognition of learning outcomes Home means attesting officially achieved learning outcomes through the awarding of units or qualifications
Partnership Quality Feedback Strategy definition Proposed modifications Creation of partnership • on the MoU Identification of competent • insitutions Elaboration of MoU • Establishment of MUTUAL TRUST Partnership Quality Implementation Evaluation LAs (potentially many) • Of the partnership (according, among Assessment • others, to the PT • quantitative criteria) Actual mobility takes place •
Mobility Quality Feedback Strategy definition Propose modifications Elaboration of LA • on the LA Assessment criteria, indicators, • standards Identification of learning outcomes to • be achieved; contents/programme Logistical details (who do what, • insurance) Mobility Tutors/contact persons identified • Quality Implementation Evaluation Hosting • Of the mobility Training • by all the parties involved (learner, sending, Assessment • hosting, company…) Personal transcript •
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