ECVET annual forum Stay connected to implement ECVET ......Jun 14, 2013 · practitioners all over Europe. Good practices, solutions and debates emerging from examples of projects,

ECVET annual forum

Stay connected to implement ECVET

Background paper to the ECVET Forum workshops*

The ECVET forum is the place to exchange information, debate, learn, and network with policy makers, experts,

practitioners all over Europe. Good practices, solutions and debates emerging from examples of projects,

strategies in progress throughout Europe and of networks will help participants to set up their own approaches

and policies. It is also a place for active participation and open discussions.

To facilitate discussions, the Forum is divided into two thematic sessions underpinned by workshops. These

workshops address key issues to ECVET implementation, and also introduce a new communication tool: a web-

platform for the Communities of practice. The discussions will be based on examples and reflections from

selected ECVET experiences, research, projects and initiatives. Facilitators will lead the group discussions.

Participants are invited to choose and attend three different workshops during the whole forum: 2 workshops

in session 1 and 1 workshop in session 2. Thematic session 1 deals with ECVET developments and focuses on 3

specific issues: (1) the use of ECVET, (2) stakeholders and ECVET and (3) ECVET in the European VET context.

Thematic Session 2 focuses on the communication tools for ECVET implementation: the new ECVET Team

website and the “prototype” web platform for the ECVET Communities of Practice.

* Document coordinated by Ramona David Craescu and Didier Gélibert

Version 27/5/2013

ECVET Forum 2013 Page 2

13th

of June 2013

Session 1- implementing ECVET: stay connected to what is going on

Focus: the use of ECVET

Workshop 1: FOSTERING GEOGRAPHICAL MOBILITY

Round 1 13 June 10:15-12:15 EN

Round 2 13 June 15:30-17:30 EN

Facilitators: Mr. Rolf Aslaksrud Kristiansen and Tristan Reilly.

Illustration:

� “Youth on the move toolkit” by Mr. Rolf Aslaksrud Kristiansen (Euromasc, Norway),

� “NETECVET toolbox” by Mr. Paul Guest (Consultant in European Project Management, UK)

Workshop 1

ECVET can be used to support learners’ geographical mobility as part of an education and training programme.

There is considerable potential to use ECVET as part of a recognised European geographical mobility

programme. At the ECVET 2012 Annual Forum, Mr Antonio Silva Mendes (Director, DG EAC, European

Commission) reminded everyone that ‘the Member States had agreed to increase mobility in VET so that six per

cent of all learners can benefit. Currently the figure is nearer to three per cent so there is much more to do.

ECVET is one of the European instruments that can help mobility’.

Geographical mobility for VET students is high on the European Commission’s agenda, as documented in the

recent Communication on ‘Rethinking education1’ - Targeted investment in VET to address skills shortages can

support growth in these sectors. These sectors should also be encouraged to make use of existing European

tools for qualifications (EQF), credits (ECVET) and quality assurance (EQAVET) to facilitate mobility of a skilled

labour force.” Mobility is also a high priority in many national contexts and in many sectors which are

supporting mobility initiatives2.

There is an added-value in using ECVET when implementing geographical mobility: for instance the ability to

agree a prior contractual and learning provision (learning agreement, memorandum of understanding) ensures

a quality assurance process is in place and learners do not have to repeat at home what has already been

achieved and assessed abroad.

Those who responded to Cedefop’s 20123 Survey on ‘monitoring ECVET implementation strategies in Europe’

confirmed their interest in transnational mobility. Approximately 70% of the respondents from 35 education

systems mentioned ECVET’s added-value in relation to enhancing cross-border mobility.

ECVET for mobility is working and many project organisers are supported by a dedicated network. Many of

these projects have already tested the ECVET specifications as part of a European mobility project.

Nevertheless, many mobility programmes do not use the ECVET specifications because of their perception of

the difficulties in agreeing a common understanding of the expected learning outcomes. ECVET is a way to

make things easier and provides an opportunity to increase the number of learners who can benefit from a

mobility programme.

1 Communication from the Commission to the European Parliament, the Council, the European economic and social committee and the

committee of the regions, Rethinking Education: Investing in skills for better socio-economic outcomes, 2012. 2 For instance, in France, the ANFA (Motor Trade and Repair branch) has been the first business organisation to sign the Barcelona

Declaration (2009), which promotes geographical learning mobility for students in initial VET. 3 Cedefop, 2012. See http://www.cedefop.europa.eu/EN/newsletter/Cedefop_Newsletter_no._22_-_May_2012.pdf


Objectives

What can you expect during the workshop and what is expected of you as a participant?

This workshop is designed to support those who are interested in using ECVET as part of a mobility project. It

will be particularly useful for those who are looking to use ECVET principles for the first time. The Workshop

offers participants an opportunity to identify the benefits of ECVET and to reflect on how to best apply ECVET

in the perspective of geographical mobility.

These reflections will involve discussion on the examples that have been presented and the completion of a set

of interactive exercises which help participants to consider how ECVET principles can help them to improve

recognised mobility and recognise learners’ achievements during a period of mobility.

Understanding and implementing will be the two key elements, underlying and structuring terms of questions

that will be posed to participants.

Illustration

The ECVET network has produced a set of resources to support implementation in this field. More specifically,

the NetECVET network has been defining advices, building models and developing a toolkit – to be presented in

this workshop – which links ECVET principles to mobility, in order to support mobility projects in applying

ECVET.

The workshop will also give participants an opportunity to find out more about YOMTOOL – a platform for

simplifying the organisation of transnational learning mobility projects. Support for mobility is also about

working within a network – many ECVET network members are part of the Euro-apprenticeship network which

includes competent organisations and intermediate institutions aiming to support apprentices’ mobility in

Europe.

Main questions:

1. What are the benefits of ECVET from the practitioners’ and learners’ point of view?

2. How can ECVET support learners’ mobility?

3. What are the tasks that need to be completed to use ECVET as part of a period of mobility?

4. Which measures are necessary to secure the recognition and accreditation of learning

outcomes obtained abroad?

Reference documents or web site

Document link

ECVET Mobility guide (EN) http://www.ecvet-team.eu/sites/default/files/ecvet_mobility_guide_2012.pdf

Utiliser ECVET pour la mobilité

géographique (FR)

http://www.ecvet-team.eu/sites/default/files/utiliser_ecvet_pour_la_mobilite_geographique.pdf

Yoomtool project http://www.adam-europe.eu/prj/8995/project_8995_fr.pdf (EN)

NetECVET website http://netecvet.com/about-us/ (EN)



Workshop 2: FOSTERING LIFELONG LEARNING

Round 1 13 June 10:15-12:15 EN

Round 2 13 June 15:30-17:30 EN

Facilitators: Ms. Pauline Van den Bosch and Ms. Marijke Dashorst

Illustration:

“connecting EQF-ECVET-Validation: a case study to support re-integration into labour

market” by Ms. Pauline Van den Bosch (EVTA, the Netherlands) and Ms. Marijke

Dashorst (support and training in education and policy, theNetherlands)

Workshop 2

As a consequence of the new education and labour market paradigm based on skills and competence rather

than on traditional educational input, educational stakeholders are working towards a VET system that is more

learning outcome-oriented4. This shift has opened doors at European level for the lifelong learning of

individuals, for example in (or entering) the labour market, formal and non-formal learning.

Some of the effects are a better transparency of qualifications, a better match between education and labour

market, and easier access towards education and the labour market. When learning outcomes can be achieved

in other contexts, independent of the venue, it can contribute significantly to the personal and professional

development of people and to the improvement (added value!) of the labour market relevance of qualifications

and VET. With ECVET it should be possible to get these achieved learning outcomes recognised.

In particular in this period of economic downturn and increasing unemployment rates, we can ask ourselves

how European instruments as validation of non-formal and informal learning, ECVET and EQF can contribute to

help solving this problem. Quality is undoubtedly part of the three mentioned instruments for creating

confidence and mutual trust.

ECVET is a tool to promote Lifelong learning, but expertise is mainly developed within the context of education

and training systems, and we are often missing the point that ECVET is not only for learners. In this perspective

it is important to address the potential use of ECVET in the world of work and non formal and informal learning.

ECVET is also seen as an opportunity to open one VET system to other VET systems. And not only from a

transnational point of view, but also in the perspective of “How transparent is our own VET system for people

in our own country?” For example people who are looking for a job, with no diploma but rich in working

experiences, or people who would like to continue training because they know already that they have to work

longer. All examples in which it is important for qualifications and educational systems to be more open and

flexible and that there is a way to transfer and recognise learning outcomes which are achieved in another

context.

Objectives


This workshop will consider the use of ECVET for lifelong learning - particularly in relation to recognising

previous achievement acquired in a range of different contexts. It will offer participants an opportunity to

discuss issues relating to the validation of non-formal and informal learning in order to facilitate admission to

education and entry into the labour market. Many Member States face similar challenges in using ECVET with

the validation of non-formal and informal learning. This workshop will consider how to address these

challenges.

4 Cedefop (2009). The shift to learning outcomes: policies and practices in Europe. Luxembourg: Publications Office. Cedefop reference

series; 72. http://www.cedefop.europa.eu/EN/Files/3054_en.pdf


Illustration

Bridging the European instruments: will they support adults in their re-integration in the labour market

and/or strengthen the mobility from work to work?

In a certain sector or company there is a demand for people possessing a certain qualification at a certain level

in the NQF/EQF. By using ECVET the qualification can be divided into ECVET units. The units form the basis for

the development of tailor-made work and as standards for the validation process of all forms of learning.

Due to the fact that NQF/EQF, ECVET units and standards for validation are based on learning outcomes and

using the same descriptors, the process for helping people from work to work and/or to re-integrate the labour

market on a targeted, cost effective and less time consuming way.

By validating the acquired knowledge, skills and competences of a person in relation to the required

qualification by using standards based on the ECVET units of that qualification, the person will know what

he/she still has to do to obtain the required qualification and the job.

The workshop will start with case study showing ECVET also goes beyond geographical mobility.

MAIN QUESTIONS:

1. What added-value can have ECVET in promoting lifelong learning?

� We know ECVET helps with mobility, but how can it help in other situations?

� How can ECVET help individuals, who are not enrolled in training programmes but who are

working or looking for a job?

2. What is the added-value of ECVET for stakeholders in different contexts?

� We know that ECVET, when used in the context of lifelong learning, puts pressure on

stakeholders to change. In this context is there a new role for companies, training

providers and learners?

3. What is the difference between using ECVET for lifelong learning and mobility?

� in a mobility context, we know ECVET involves the development of a Memorandum of

Understanding and a Learning Agreement. In a lifelong learning context, these

arrangements are not in place. As individuals seek to upgrade their skills and competences

and/or get them validated and recognised, the workshop will consider what an ‘ECVET

solution’ might look like and what steps may need to be taken.

4. What is the role of the other European instruments in supporting ECVET in a lifelong learning

context? e.g.

� What is the added-value of using the European skills passport?

� How can the widespread use of the EQF help to support the use of ECVET for lifelong

learning?

� What is the contribution of the recently published European Council recommendation on

non-formal and informal learning?


Document link

Using ECVET to support Lifelong

learning

http://www.ecvet-team.eu/sites/default/files/using_ecvet_to_support_lll.pdf (EN)

Council recommendation on

Validation Non formal & informal

learning

http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:398:0001:0005:EN:PDF

ECVET Forum 2013

Workshop 3: ECVET IMPLEMENTATION

Round 1 13 June

Round 2 13 June

Facilitators Ms. Ramona

Illustration: CEDEFOP Monitoring 2012

(CEDEFOP

Workshop 3

The EU Recommendation establishin

roadmap for implementing the new tool. 2013 is the year for ECVET’s gradual implementation, following more

than three years of testing and development that has shown good results.

Figure 1 – time line for the implementation of ECVET

Source: Cedefop, 2012

The ECVET Recommendation provides a general framework that can be adapted in many ways, depending on

the needs and conditions of the national VET systems and the specific cases or contexts wh

flexibility of the arrangements permits its adaptability to the diverse nature of the VET systems in Europe. This

means there isn’t a single way of implementing ECVET. Within this framework, countries are in a position to use

all or some of the components of ECVET for cross

lifelong learning (as part of broader VET reforms). In addition, Member States are reflecting on ways of using

ECVET to support the validation of non

confusion at European level, and may call for streamlining of ECVET in a national perspective.

Objectives

The objectives of this workshop are to place ECVET implementation in a system level pe

relation with a number of other European tools and principles to identify challenges and way forward to ECVET

implementation.


IMPLEMENTATION (SYSTEM LEVEL)-THE CURRENT STATE OF

13 June 10:15-12:15 Translated into FR and DE

13 June 15:30-17:30 EN

Facilitators Ms. Ramona David Craescu and Johanne Kopfli Moller (Ramboll

CEDEFOP Monitoring 2012-2013 by Ms. Ramona David Craescu

(CEDEFOP – Qualification Department, Greece)

The EU Recommendation establishing ECVET came into force on 18 June 2009, giving Member States a


than three years of testing and development that has shown good results.

ime line for the implementation of ECVET


the needs and conditions of the national VET systems and the specific cases or contexts wh



some of the components of ECVET for cross-country mobility only or for both cross


ECVET to support the validation of non-formal and informal learning. However, this seems to be causing


The objectives of this workshop are to place ECVET implementation in a system level pe


Page 6

THE CURRENT STATE OF PLAY

Translated into FR and DE

(Ramboll, Denmark) TBC

David Craescu

g ECVET came into force on 18 June 2009, giving Member States a



the needs and conditions of the national VET systems and the specific cases or contexts where it is applied. The



country mobility only or for both cross-country mobility and


mal and informal learning. However, this seems to be causing


The objectives of this workshop are to place ECVET implementation in a system level perspective, as well as in



Rationale and background information

ECVET has been successfully tested in pilot projects and is working at the provider level. However Cedefop’s

three monitoring reports on ECVET development show that the system-level implementation across Europe is

very heterogeneous, and still not clear-cut. Any attempt to cluster countries according to their implementation

of ECVET proves difficult due to the lack of a common understanding of what implementation implies (e.g. full

implementation or elements of ECVET) and the difficulty in identifying changes which are due to ECVET as

compared to other on-going reforms.

We can observe countries that are moving towards implementation, other countries that are still in the

experimentation phase, and others that already have credit systems that could be compatible with ECVET. The

state-of-play may also indicate that:

• Even though the majority of countries report that legislation has been updated or is already in line

with ECVET, a formal commitment to implement ECVET is still pending;

• The majority of countries with consolidated or traditional VET systems are more inclined to use

ECVET for geographical mobility purposes rather than for lifelong learning;

• The majority of countries with a high level of ECVET readiness (credit systems in place, use of units

based on learning outcomes, outcome-based qualifications etc.) may also be the ones which are

most sceptical about ECVET and/or moving more slowly towards implementation;

• Countries that have reformed their VET systems (e.g. some new member states) have also moved

more quickly towards ECVET implementation. In these cases, it is still unclear if the reforms that are

already underway will lead to ECVET implementation or more generally to the modernisation of VET

systems;

• Countries still face difficulties in linking ECVET with validation practices associated with non-formal

and informal learning.

Main questions:

The objectives of this workshop are to consider ECVET’s implementation from a system level

perspective, as well as in relation to a number of other European instruments and principles. The

workshop will also identify challenges and ways forward for the implementation of ECVET. The

participants will be asked to reflect on the following questions:

1. How is ECVET implementation understood at your VET system level (across European countries

implementation may have different meanings)?

2. Why are national ECVET policies and strategies lagging behind when experimentation shows good

signs?

3. How do you see the relationship between ECVET and other European instruments such as

validation, Europass, ECTS etc.?


Document link

CEDEFOP monitoring http://www.cedefop.europa.eu/EN/Files/6118_en.pdf (EN)


Focus: ECVET and stakeholders

Workshop 4: THE ROLE OF VET QUALIFICATION DESIGNERS IN ECVET IMPLEMENTATION

Round 1 13 June 10:15-12:15 EN

Round 2 13 June 15:30-17:30 Translated into FR and DE

Facilitators: Mr. Richard Maniak and Mr. Michel Aribaud (European Training Foundation, Italy)

Illustration:

The workshop will consider “how to recognise learning outcomes in geographical mobility? It will

look at the MEN ECVET project which compared the ECVET technical specifications with a

national regulatory framework” This presentation will be given by Ms. Brigitte Trocmé (Ministry

of Education, France)

Workshop 4

ECVET is being used to design VET qualifications based on units of learning outcomes.

This workshop will consider the role that VET qualification designers can play in the implementation of ECVET.

Qualification designers are major stakeholders in the development of VET and in the implementation of ECVET

as they prepare new VET qualifications based on units of learning outcomes. From their perspective,

implementing ECVET is not just about applying technical specifications - it also about the governance and

management of the VET qualification design process and the capacity work within the constraints that exist in

any system.

In order to consider different national, local or sector contexts, the group discussions will begin by looking at

the definition of a VET qualification designer. The ECVET users guide discusses competent institutions and says

that ”due to the different structures of qualification systems and divisions of responsibilities among

stakeholders across Europe, the understanding of ‘who is a competent body’ with regard to ECVET varies

greatly. The range of institutions and bodies that could be potential competent body covers Ministries and other

national authorities, social partners, chambers and representatives of sectors as well as Director of VET centres” 5

The principles that underpin ECVET implementation require the qualification designer to pay attention to a

number of system constraints i.e.

� the need to produce a coherent set of units based on professional standards which are relevant for

occupation;)

� the application of the accumulation principle which allows candidates and/or awarding bodies to

combine units for the award of a qualification;.

� the use of the transfer and recognition principles which allow learning to be accumulated.

Working with these constraints is proving to be complex. This workshop will focus on possible solutions in the

light of the operational and legal constraints that differ between VET systems.

5 introduction using ECVET for geographical Mobility (2012) part II of the ECVET users ‘guide


Objectives


The first step will be to clarify what “VET qualification designer” means in different VET systems. The workshop

will offer participants an opportunity to analyse the VET qualification design process from the perspective of a

decision-maker. This workshop will also aim to identify the decisions that promote or slow down ECVET

implementation.

Illustration

The workshop will be introduced by a presentation of the MEN-ECVET project 6 which “analysed the

compatibility between the ECVET technical specifications and the national regulatory framework, in particular

the rules and practices for designing and describing VET qualifications under the responsibility of the Ministry

of National Education” 7

Main questions:

1- How can a VET qualification designer support ECVET implementation?

2- What are the regulatory and operational constraints to be considered when

designing a qualification according to the ECVET specifications?

3- How can these constraints be overcome?


Document link

MEN ECVET web site http://www.ciep.fr/expert_educ/professionnel/Leo_men-ecvet.php (FR)

ECVET Magazine 12 http://www.ecvet-team.eu/sites/default/files/ecvetmag12.pdf (EN)

6 MEN-ECVET is an ECVET pilot project led by the French Ministry of National Education

7 Daniela Ulicná, MEN-ECVET – Analysing alternatives for recognised mobility in France ICF GHK http://www.ecvet-

team.eu/sites/default/files/ecvetmag12.pdf



Workshop 5: THE ROLE OF VET PROVIDERS IN ECVET IMPLEMENTATION

Round 1 13 June 10:15-12:15 EN

Round 2 13 June 15:30-17:30 EN

Facilitators: Mr. Robert Van Wezel

Illustration: “the NETINVET example” by Ms. Elly Van't Hof-Smit

(Albeda college Rotterdam, The Netherlands)

Workshop 5

VET providers are also crucial to ECVET implementation. As we have seen from many ECVET projects, many

developments have taken place using a ‘bottom-up’ perspective where VET providers and other organisations

have developed ECVET to meet a particular need8. In the 2012 Cedefop survey

9, 60% of respondents

considered themselves fully involved in the ECVET implementation.

Currently pilot projects are focused on testing and experimenting with the technical features of ECVET (e.g.

writing learning outcomes, defining the units of learning outcomes, ascribing ECVET points, developing

partnerships by using a Memorandum of Understanding and Learning Agreement). Some VET providers,

including those who are already involved in ECVET testing, see ECVET implementation as too technical,

bureaucratic and time consuming.

Mr Antonio Silva Mendes Director for Lifelong Learning: policies and programme from the European

Commission has highlighted that VET providers are likely to face further challenges in the current environment

– one that is characterised by less funding and potential decline in business activity. He commented that ‘the

education and training sector needs to be modernised to make it a more attractive and high-quality option, so

that it provides young people with the right skills to find a suitable job and adults with an opportunity to update

skills throughout their working life.10

’

Objectives


This workshop is designed to support VET providers who are interesting in developing ECVET as a new

opportunity. It also will give to other stakeholders interested the opportunity to understand the role VET

providers are playing in ECVET implementation.

The objectives for the workshop are to understand:

� why VET providers become involved in ECVET projects;

� how VET providers can be involved;

� the organisational impact that ECVET implementation has on a VET centre.

8 Cedefop. Monitoring ECVET implementation strategies in Europe. Curth et al., 2012.

9 http://www.cedefop.europa.eu/EN/newsletter/Cedefop_Newsletter_no._22_-_May_2012.pdf

10 Editorial in the ECVET Magazine, 10-8-2012


Illustration

The workshop will begin with a presentation from NETINVET* and this will be followed by discussions in small

groups. The discussions should help to identify how ECVET could benefit VET organisations and why their

involvement in ECVET projects could add value to their existing activity.

* The NETINVET network brings together training centres from 10 countries. Each centre is keen to develop

high quality mobility opportunities for learners, provide learners with training programmes which include

mobility options, find host companies able to accommodate students on a work placement, as well as provide

recognition of mobility in the national qualification framework

Main questions:

1. From the perspective of a VET centre manager, what could be the benefits of becoming more

involved in ECVET?

2. How does ECVET implementation change VET provision and delivery – including the impact on

VET centres’ roles and responsibilities?

3. What advice should be given to VET providers when they use ECVET for the first time?


Document link

NETINVET Website http://www.netinvet.eu/

ECVET Magazine 14 http://www.ecvet-team.eu/sites/default/files/ecvet_mag_14_-_04_2013.pdf (EN)



Workshop 6: THE ROLE OF COMPANIES IN ECVET IMPLEMENTATION

Round 1 13 June 10:15-12:15 EN

Round 2 13 June 15:30-17:30 EN

Facilitators: Ms Alexandra Costa Artur and Mr Tormod Skjerve.

Illustration: testimony of Mr Hugh Quigley (Autostation & Beacon Automotive, Ireland)

Workshop 6

For this workshop a broad definition of ‘companies’ will be considered: including employers, enterprises,

branch organisations, professional associations, employees, social partners and chambers of commerce.

Consequently the discussions will cover the role of individual companies as well as the variety of stakeholders

responsible or involved in workplace learning and VET.

It is important to understand the policy context for ECVET which aims to create a strong and efficient link

between the Education and Training 2020 Strategy and the European Employment Strategy. Within this context

lifelong learning strategies and the various European instruments play a key role in reducing the mismatch

between the skills that employers want and the skills acquired through training.

Companies are/ should be involved11

in both sides of any qualification system. They have a role in identifying

training needs, and sometimes they have a role in training learners to acquire qualifications (the supply side

role) as well as the employing and deploying learners once they acquire skills and qualifications (the demand

side). The workshop will consider the extent to which companies and workplace learning are integrated in the

formal education and training system, in the design and development of the National Qualifications Framework

(NQF) and in the government’s lifelong learning strategy.

The implementation of ECVET is taking place within a policy framework which supports all the European

lifelong learning instruments (e.g. EQF, EQAVET, support for non-formal and informal learning), and the

national context and views towards workplace learning. At a national level, the context and approach to these

issues will have a significant impact on the role of companies in ECVET’s implementation. If the companies are

seen solely as stakeholders their role will be limited to creating a learning environment for work-based

learning. Alternatively, if workplace learning and corporate training systems are integrated into the

Government’s skills policy, the role of companies will be to support greater synergy between the different parts

of the qualification system.

11

This depends on the VET systems considered


Objectives


The workshop will focus on the potential benefits of ECVET for enterprises and sectors. Participants will be

invited to share their experiences and discuss the results of ECVET testing from this perspective. This workshop

also aims at develop some new thinking and ideas which can support the role of companies.

Illustration

The workshop and subsequent discussions will be based on a case which illustrates the supply side and the

demand side role of companies. The illustration is from an Irish car dealer.

The discussions will consider different roles of companies, including:

� how to provide a bridge between the education and training system and the labour market i.e. how to

develop better synergies between corporate training systems and the formal education and training

system;

� supporting greater transparency i.e. how to use learning outcomes within corporate qualifications

� developing greater permeability i.e. how can companies apply mechanisms for recognising learning

outcomes from any system and identify essential generic/cross- sector/transversal skills and

competences;

� supporting improved mobility i.e. how to participate in mobility programmes for workers and learners

and ensure the quality of the programme.

A skills and competences approach to learning requires companies to understand qualifications in a way which

facilitates access to labour market. Transparency in the qualifications systems is crucial in our ‘age of mobility’

where change is the only certainty. The learning outcomes ‘language’ should help to provide the skills needed

by the labour market.

Main questions:

1. How will the implementation of ECVET as an instrument for lifelong learning benefit from the

involvement of companies?

2. From a policy perspective, what are the barriers to the involvement of companies and sectors

in ECVET implementation? What approaches can be used to overcome these barriers?

3. What are the ‘selling arguments’? Why should companies care about a technical framework

for the transfer, accumulation and recognition of units based on learning outcomes?


Document link

UEAPME Position paper on current

implementation of European tools

http://www.ueapme.com/IMG/pdf/UEAPME_Position_Paper_on_the_current_implementation_

of_the_European_tools_EQAVET_EQF_ECVET.pdf (EN)

Ecvet mag 5 editorial (EN) http://www.ecvet-team.eu/sites/default/files/ecvet_mag_5_en_0.pdf (EN)



Workshop 7: THE ROLE OF VET TEACHERS AND TRAINERS IN ECVET IMPLEMENTATION

Round 1 13 June 10:15-12:15 EN

Round 2 13 June 15:30-17:30 EN

Facilitators: Mr. Segundo Gonzalez and Mr. Thierry Lefeuvre

Illustrations: “Experience of VET teacher / trainer” by M. Gerrit Janssen (Gilde OpleidingenGilde, the

Netherlands); “The ECVET experience at the VET school of Vic” by M. Cristòfol Estrella (Vic Institut, Spain)

Workshop 7

Most ECVET pilot projects have tested and experimented, or are doing it right now, with the technical features

of ECVET, e.g. writing and defining learning outcomes, assigning ECVET points, developing partnerships through

the use of a Memorandum of Understanding and Learning Agreements etc. Very often the participation of VET

providers, as actors closest to the practice, has been required.

The early analysis from pilot projects that are testing ECVET has confirmed the essential role of VET providers.

It has also indicated that in many situations too little attention has been paid to the impact learning outcomes

and ECVET has on administrators, teaching staff and trainers on most if not all of their areas of work, from the

organization of timetables, to classroom work, negotiation of assessment procedures, the administrative

procedures involved at both ends of the partnership, etc. This workshop focuses on the role of staff, the impact

of ECVET (through pilot projects experimentations) on their work, and the benefits of becoming more involved.

Objective

The objective is to understand why VET teachers/trainers become involved in ECVET projects and how the

learning outcomes approach and qualifications described in units affect their work and role. This will help the

subsequent piloting and implementation of ECVET projects.

Illustration

The workshop will be based on the personal experiences of a VET teacher/trainer who has been involved in

ECVET and has used learning outcomes to support mobility. His short presentation will outline the role and

responsibilities of a teacher/trainers in an ECVET pilot project or in his direct experimentation of the system in

his context. He will explain how the learning objectives are identified before learners travel, how the learning

outcomes are assessed during the period of mobility, and how the learners’ achievement is validated and

recognized. Each of these stages in the process will be considered from the VET teachers/trainers’ perspective.

The presentation will be followed by discussions in small groups in order to identify any general observations or

lessons that can be learnt from the specific experience.

Main questions:

1. What are the benefits for VET teachers and trainers who are involved in ECVET?

2. How does the learning outcomes and units of learning outcomes approaches change the role and

responsibilities of VET teachers/trainers?

3. How can VET teachers/trainers gradually introduce ECVET into their practice?

4. What advice could be given to VET teachers/trainers when they first start to use learning outcomes

and ECVET?


Document link

ECVET-Trainer project website http://www.noema.fi/services/Projects/project.cfm?ProjectID=ECVET-Trainer



Workshop 8: THE ROLE OF REGIONS IN ECVET IMPLEMENTATION

Round 1 13 June 10:15-12:15 EN

Round 2 13 June 15:30-17:30 EN

Facilitators: Ms Elena Camilletti and Chiara Rossetti

Illustration:

� “The European learning mobility strategy of the Rhône-Alpes Regional Council” by Ms

Myriam Olivier-Poulain (Conseil Régional Rhône-Alpes, France)

� “From ECVET experimentation to ECVET implementation in Catalonia” By Ms Angels Fonts

(Generalitat de Catalunya, Spain).

Workshop 8

The ECVET Recommendation: “this Recommendation12

should facilitate the involvement of competent local and

regional authorities in the exercise of linking national or other qualifications frameworks and systems to ECVET,

where appropriate”.

Regions13

and, in many situations, local authorities in Europe are important stakeholders in the implementation

of ECVET. - They have noticeable differences in their responsibilities for VET policy in terms of qualifications,

assessment, funding etc. However, in many Member States, regional authorities have a role in identifying,

developing, implementing and supporting qualification systems and lifelong learning in formal, informal and

non-formal contexts. Furthermore, vocational training is financed from a variety of sources - in most Member

States VET is financed by national and regional authorities and includes significant regional and local funding.

Regions and local authorities provide an important bridge between central government and the local

dimension. In this role they have two responsibilities – they are VET stakeholders from the perspective of

central governments, and they create direct relationships with other VET organisations (such as VET centres,

companies, associations) in the region or locally. Finally, their proximity to local provision makes the regions

key actors in disseminating, implementing, monitoring and evaluating provision. Regions play a crucial role

both in participating in identifying VET needs and in following up the implementation of ECVET.

.

Objectives


This workshop will explore the role that regions and local authorities can play in the implementation of ECVET. The effective use of ECVET needs practical examples of how the system works once it is up and running. This

helps to encourage a broader range of users to benefit from the opportunities offered by ECVET. During the

workshop participants will be able to share their experiences – this includes explaining their own institutional

context and the extent of their experience in terms of ECVET implementation.

The discussions will allow participants to exchange ideas on the role that regions can play as VET stakeholders,

and the role that other VET stakeholders can play in relation to the local authorities’ role in relation to

implementing ECVET.

12

Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Credit System for

Vocational Education and Training (ECVET) 13

According to the definition of the Assembly of European regions, regions are "local authorities immediately below the level of central

government, with a political power of representation embodies by an elected regional Assembly".


Illustration

The workshop will be introduced by two presentations from representatives of regional authorities in Spain

and France. Colleagues from Generalitat de Catalunya and the Rhône-Alpes Regional Council will explain how

their regions have implemented ECVET or supported the implementation and how they have assessed its

impact and success. Based on their experiences of European projects which use the ECVET principles, the

Catalan Ministry of Education and the Rhône-Alpes Regional Council will explain either how they developed

and used guidelines to test ECVET’s implementation with a significant number of European partners or how

they have supported ECVET’s implementation

Their experiences will inform the discussions in the workshop. The workshop will be of particular interest to

colleagues from local or regional authorities, or those who are thinking of working with regional or local

networks to promote and use ECVET principles.

Main questions:

1. What is the role that your region (or the region in your partnership) plays in the national

context of VET policy?

2. How do some regions organise their bridging role between central/sectoral level of

authorities and local authorities for the purpose of linking qualification frameworks to ECVET?

3. How can regions in Europe work collaboratively across borders within the ECVET framework?

4. How can VET players interact with local authorities within the ECVET framework?


Document link

Barcelona declration (

EN)

http://www20.gencat.cat/docs/Educacio/Documents/ARXIUS/declaracio_angles.pdf (EN)

Décalaraiton de Barcelone

(FR)

http://www20.gencat.cat/docs/Educacio/Documents/ARXIUS/declaracio_frances.pdf (FR)

Assembly of European Regions http://www.aer.eu/fr/home.html


Focus: ECVET in the European VET context

Workshop 9: LEARNING OUTCOMES AS A COMMON LANGUAGE

Round 1 13 June 10:15-12:15 EN

Round 2 13 June 15:30-17:30 EN

Facilitators: Mr. Keith Brumfitt and Ms. Daniela Ulicna (ICF-GHK, Belgium)

Illustration: “the European instruments and their connections” by Mr. Keith BRUMFITT (U.K.)

Workshop 9

The Cedefop briefing note on “permeable education and training systems – November 2012” identifies that

learning outcomes are increasingly being used despite the existence of many barriers to implementation. The

note points to the risk of creating sub-sectors for learning outcomes (e.g. it refers to different approaches in

VET, informal and higher education) which can inhibit permeability and mobility.

The workshop will include two separate discussions – the first will focus on barriers to using learning outcomes,

and the second will identify how the ECVET community can help to remove these barriers in order for learning

outcomes to become a common language. "

The presentation that precedes the discussion will refer to the other European instruments such as the EQF,

EQAVET, ECTS and Europass. The discussions may focus on barriers that arise because learning outcomes are

technical and complicated to use, expensive to develop, and the design of units and programmes can require

specialist knowledge. These complexities can lead to low levels of trust.

In addition the record-keeping systems for recording learners’ progress are not always well-developed and this

can make it harder to transfer achievement. In addition there is a risk of fraud in any system which depends on

trust. The workshop discussion will consider whether any approach based on learning outcomes is too

technical, too expensive and its future too uncertain. However despite the possible barriers, many Member

States are making progress in relation to learning outcomes – and the second discussion will build on these

experiences in order to look at how learning outcomes can create a common language.

Objectives

Within the context of all the European instruments, workshop 9 offers participants an opportunity to identify

how the barriers that limit the use of learning outcomes can be overcome or removed.

Illustration

The focus for the two hour discussion will be practical and based on the following structure: introduction to the

European instrument and their connections, discussion in small groups on the barriers to using learning

outcomes as a common language, feedback and discussion from the small group work, discussion in small

groups on overcoming the barriers and summary and conclusions)

Main questions:

Participants will be asked to focus on how learning outcomes can be used as a common language. This will

enable them to finish the workshop with a good understanding of how things can get better. To do this we

will consider :

1- why do you think VET providers, examination bodies and other stakeholders are not using or are

reluctant to use learning outcomes?

2- what can we do to support further the use of learning outcomes to underpin ECVET and the other

European instruments?


Document link

The shift to L.O. (EN) http://www.cedefop.europa.eu/EN/Files/4079_en.pdf (EN)

L.O. approaches in VET curricula http://www.cedefop.europa.eu/EN/Files/5506_en.pdf (EN)

Using Learning outcomes http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/note4_en.pdf


14th

of June 2013

Session 2- ECVET Communities of Practice: stay connected to each other

The forum and workshop

The Forum 2013’s session 2 – “ECVET Communities of practice – stay connected to each other” – echoes in

many ways to the 2012 Forum whose prime focus was to reflect on how to build an ECVET community of

practice14

.

The concept of community of practice (considering that ECVET Network communities of practice is actually a

more accurate term) can easily apply to ECVET, where its domain is ECVET implementation, the community is

composed of all persons involved or interested in ECVET – the methods, materials, guides, tools, experiments

relating to ECVET as well as our shared concerns and questions being the practices. Its aim is to share, solve,

commit and make visible.

Feedback from Forum 2012 workshops were valuable inputs in organising this year’s Forum session 2 – they

were of three kinds:

• The characteristics of the ECVET Communities of practice are a bottom-up and theme-based approach

to its setting up, as well as an active participation of its members.

• The involvement of people and organisations could be channeled through a “database of solutions”;

promoting these communities was also a recurring theme in the debates.

• Interaction of members could take the shape of a web tool and it should be open to anyone.

The European Commission, supported by the ECVET Team took into account what Forum 2012 participants said

when it created an ECVET Communities of practice web platform prototype in Winter 2013, due to be officially

launched at the occasion of this Forum (session 2, day 2).

We expect that this tool will support these communities of practice in the most efficient way.

Illustration

A presentation of the above-mentioned prototype will be delivered in plenary session, on Forum day 2. This

prototype – whose users have been the ECVET experts – is the result of a round of technical meetings between

the European Commission, the ECVET Team and representatives of coordinators of national teams of ECVET

experts.

It has been launched at the occasion of a Peer Learning Activity in Amsterdam last April, dedicated to

coordinators of ECVET national experts teams. It has then been tested during one and a half month by the

ECVET experts. The purpose of having this restricted testing panel of ECVET experts was for them to make

expert use of this tool as much as possible so as to have a tool that could be presented – without being an

empty shell – at the occasion of the Forum, and so as to be able to feed back on possible technical

improvements, for the benefit of all.

This web platform prototype encompasses eight communities of practice15

, corresponding to eight topics, for

which exchanges occurred online. For each community, experts had the possibility to exchange, debate and

share views on it. Other functionalities will be showcased, such as the “members directory”, i.e. the list of the

communities members, which give the opportunity to have access to peers’ contacts and to interact directly

with them.

14

Etienne Wenger defined the communities of practice as “groups of people who share a concern or a passion for something they do and

learn how to do it better as they interact regularly”. 15

ECVET for Mobility, ECVET for Lifelong Learning, ECVET cases, Exploring synergies with EC initiatives, ECVET-ECTS, Curriculum design,

Seminars methodology and off topics.


Workshop 1-7: The Communities of practice are yours – creating the content of the web platform

14 June 10:30-12:00 EN


For all participants that are not ECVET experts (from ECVET national experts teams), there will be seven

workshops running in parallel, and all constructed on the same format.

Participants will first get another short presentation of the tool – this will notably be the opportunity for them

to ask any question they may have to the facilitator about the use, the content or the purpose of these

communities of practice’ web platform.

Each facilitator will be assisted by an ECVET expert who gained experience from two months of prior testing.

What is expected from participants during these workshops is of utmost importance: indeed, feedback from

workshops will be used to identify three topics that will structure the ECVET communities of Practice.

Participants will have to work in groups to share views on what these three topics could be.

Main questions:

In order to find these three topics, answering these questions could be of great help:

• What could the Communities of Practice do for my mobility programme?

• How could they help me to implement the ECVET recommendation?

• How could they help me to create a bridge between ECVET and ECTS?

• I have trouble understanding ECVET technical specifications. What role could they play in helping my

understanding?

Each workshop will be provided with a computer with online prototype web platform access, so participants

can accustom themselves to it as they like.

Workshop 8-9: Two months of communities of practice testing by ECVET experts

14 June 10:30-12:00 EN


Two workshops running in parallel will be restricted to national ECVET experts.

This will be a one-off opportunity for them to meet personally and to exchange on these two months of

Communities of Practice testing.

These workshops will first start by a review of what has been done. Participants will be asked to feed back to

the facilitators what their feelings/observations about the prototype are.

These two workshops are also meant to be forward-looking: this feedback must nurture reflexion on how to

better the experts’ communities of practice. Debates should also be about sustainability of these experts’

Communities of Practice.

Basic reference documents for all workshops

Document link

ECVET Recomandation (EN) http://www.ecvet-team.eu/sites/default/files/ecvet_recommendation_2009_en.pdf (EN)

ECVET Recomandation (FR) http://www.ecvet-team.eu/sites/default/files/ecvet_recommandation_2009_fr.pdf (FR)

ECVET Recomandation (DE) http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:155:0011:0018:DE:PDF

Question and answers (EN) pdf http://www.ecvet-team.eu/sites/default/files/ecvet_qna_web_21_04_2010_11.pdf (EN)

Questions / réponses ( FR)

version interactive

http://www.ecvet-team.eu/fr/content/mieux-conna%C3%AEtre-ecvet-questions-r%C3%A9ponses

(FR)

ECVETfragen & antworten (DE

Interaktiv)

http://www.ecvet-team.eu/de/content/ecvet-besser-kennenlernen-%E2%80%93-fragen-antworten

(DE)