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Training Course Guidelines and
Policy Recommendations
Erasmus+ - KA2 –
ID 2016-1-DE02-KA202-003336
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Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 International license.
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Content 1. Preface ....................................................................................................................................................... 3
2. The Importance of Intercultural Competence ........................................................................................... 4
What is the difference between multiculturalism and interculturalism? .............................................. 4
What is the benefit of intercultural competence for organisations, health systems etc.? ................ 5
3. BICAS: training course concept & supportive APP .................................................................................... 6
3.1. BICAS training course concept ......................................................................................................... 6
3.2. BICAS APP ...................................................................................................................................... 8
4. Lessons Learned from national pilots ........................................................................................................ 9
5. Recommendations for implementation .................................................................................................. 11
6. General Course Structure ........................................................................................................................ 12
6.1. Learning Outcomes .................................................................................................................. 12
6.2. Units ............................................................................................................................................ 14
6.3. ECVET Points ............................................................................................................................ 17
7. ECVET and EQF ........................................................................................................................................ 19
8. Project partner contacts .......................................................................................................................... 21
9. Appendix: Websites ................................................................................................................................. 22
Disclaimer
This project has been funded with support from the European Commission. The European Commission
support for the production of this publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
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1. Preface
BICAS - Building Intercultural Competencies for Ambulance Services is a transnational project, co-
financed by the Erasmus+ Programme of the European Commission, including partners from
Austria, Germany, Italy, Poland and Spain.
The main objective of this project is answering a rising need for intercultural competencies of
ambulance service employees throughout Europe triggered by more cultural diversity in European
societies and especially by the increased influx of migrants and refugees. The on-going European
integration, as well as the growing numbers of refugees and migrants, make intercultural
competencies a necessity in pre-clinical emergency services. In fact, ambulance services and
paramedics, as well as other medical and emergency personal, are confronted with situations where
intercultural know-how is a prerequisite. Since it is lacking most of the time, emergency services are
increasingly overstrained, leading to inadequate communication with patients, massive
complications based on cultural/religious differences, psychosocial challenges and high stress levels
on both sides, which result in avoidable complications in emergency situations.
To achieve increased intercultural competencies, the consortium has designed and realised an
intercultural training course for ambulance services, which aims at
increased intercultural knowledge and skills among paramedics. The format of this training course
is blended learning, consisting of an e-learning pathway and in-class-training. Additionally, the
project has developed and tested an App which summarizes important information and can be used
on the job to support ambulance service employees in the fulfilment of their tasks.
As consortium, we underline that the goal of the training course is to achieve the willingness and
ability to change perspective and put oneself in the place of people with migration history, putting
own views into perspective and broaden social skills and abilities to work more efficiently. Gaining
intercultural competencies is a process, which takes time and where the outcome is difficult to
measure or to be estimated, since this is dependent of the willingness of the person to integrate this
knowledge into his/her thinking and acting. However, Paramedics will be enabled to competently
handle difficult emergency situations with an intercultural context.
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2. The Importance of Intercultural Competence
Intercultural competence is quite simply the ability to communicate and behave effectively and
appropriately with people of other cultures.
However, culture is understood in a broad sense. Different organisations within a country have
different organisational cultures as well. Moreover, the cooperation between different organisations
can hold potential for conflict as well.
Intercultural competence is multidimensional.
The necessary competencies for constructive handling of conflicts in intercultural situations are the
following:
Culture-specific knowledge: knowledge of sociocultural peculiarities regarding
communication, values and understanding of roles;
General social Competencies: respect, ability to empathy and emotion control, reflected
handling of own stereotypes, solution orientation;
Conflict-specific competencies: knowledge and skills for self-assurance, de-escalation, self-
and colleague protection techniques in defence and for gentle fixation;
Technical competence: expertise and routine as a basis for a self-competent appearance.
What is the difference between multiculturalism and interculturalism?
Interculturalism involves moving beyond mere passive acceptance of a multicultural fact of multiple
cultures effectively existing in a society and instead promotes dialogue and interaction between
cultures
Figure 1. Overview Culturalisms
source of picture: http://museumtwo.blogspot.com/2014/10/from-multicultural-to-intercultural.html
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Intercultural competence is a key competence for the 21th century in
an increasingly diverse society and interconnected world!!!
What is the benefit of intercultural competence for organisations, health
systems etc.?
Cultural competency is vitally important to effectiveness in a variety of areas including healthcare,
education, public services, law enforcement, libraries, customer service, and other business
functions.
Patients’ cultures affect the ways they understand health and illness, how they access health care
services, and how they respond to health care interventions. Increased intercultural competence
enhances the quality of health care services and outcomes for patients.
Social benefits
• Increases mutual respect and understanding between patient and organization
• Increases trust
• Promotes inclusion of all community members
• Increased patient satisfaction
• Assists patients and families in their care
• Promotes patient and family responsibilities for health
Health benefits
• Improves patient data collection
• Increasing compliance with treatment and ensuring better patient outcomes
• Reduces care disparities in the patient population
• Increases cost savings from a reduction in medical errors, number of treatments and legal costs
Business benefits
• Decreases the stress of staff in intercultural emergency situations
• Decreases barriers that slow progress
• Moves toward meeting legal and regulatory guidelines
• Improves efficiency and cost-effectiveness of health care services
• Increases the market share of the organization
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3. BICAS: training course concept & supportive APP
3.1. BICAS training course concept
Figure 2. BICAS e-learning course starting page
The BICAS training course has been planned as a flexible blended learning measure consisting of
2/3 e-learning and 1/3 in-class-training. This structure has been chosen because we wanted a low-
threshold course for ambulance team members, who have little time for further education and
sometimes lots of time waiting at their ward for the next call. Therefore, we have created an e-
learning course with complementary in-class-training. However, the content of the e-learning
course works also without the in-class-training. But, we highly recommend at least two in-class-
sessions:one at the beginning for an introduction to the topic and one at the end for reflexion.
We believe that gaining intercultural competence involves not only knowledge, skills and abilities
but also personal attitude. To gain intercultural competence it is helpful if not necessary to be able
to change perspective and put yourself in the place of the other. This can best be achieved through
intercultural games in an in-class-setting, since it allows personal experience, which a mere online
course doesn’t.
There is no ideal procedure for intercultural training. Therefore, the trainer handbook includes
different exercises for specific educational learning objectives. According to the group
constellation, the target and depth of the content as well as the duration of the seminar, the trainer
can choose from a variety of exercises.
The curriculum including the learning outcomes for the BICAS course as well as the trainer
handbook for the in-class-training can be freely downloaded from http://bicas-online.eu/en/outputs/
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The BICAS online training course is set up in the system “moodle”. It consists of three online
modules of different length each.
The modules are
1) Intercultural competence
2) Migrants & Health
3) Developing professional skills – methods, tools & strategies
The in-class-training module is called “Recognising and setting boundaries”. Its purpose is a group
reflexion on how to act differently in the future in difficult situations based on the knowledge gained
in the e-learning course.
We designed the curriculum formulating learning outcomes which are in line with ECVET criteria
(see chapter 7). Here is a rough overview.
MODULE LEARNING OUTCOMES
Intercultural
Competence
Understand the meaning and importance of intercultural
competence in general and in the health sector and for the own
working life.
Understanding how and by which factors identity is constituted
and critically reflect on own identity and cultural consciousness.
Change the cultural perspective and be aware of own prejudices.
Raised awareness about the relativity of one’s own worldview
and perspective. Ability to change cultural perspective and
applying intercultural competence in own professional life.
Migrants & Health –
different migrant
groups, relevant
ethnic minorities,
their understanding
of health and usage
of health services
Knowledge the phases of migration and related psychosocial
risk. Knowledge of the specific situation of asylum seekers,
undocumented refugees and vulnerable groups, like victims of
trafficking.
Knowledge the phases of migration and related psychosocial
risk. Knowledge of the specific situation of asylum seekers,
undocumented refugees and vulnerable groups, like victims of
trafficking.
Knowing the relevant migrant groups in the area of your work,
their access and usage of health services.
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Recognizing different cultural conceptions regarding the
understanding of health and illness, resulting in based upon
strategies for action. Confidently dealing with typical
misunderstandings and conflicts
Developing
professional skills –
methods, tools &
strategies
Improved inter- and intrapersonal communication skills and
interaction skills linked to intercultural situations in daily work.
Raised awareness of intercultural dimensions of operation-
related professional situations and ability to choose diversity
sensitive action.
Selecting between different methods of situation analysis,
drawing conclusions and deriving action related to intercultural
difficult situations.
Recognizing and
setting boundaries
Integrated intercultural methodology and de-escalation strategies
knowledge and derived ability to act diversity sensitive.
3.2. BICAS APP
The BICAS App is a complement to the BICAS training course, which also works separately.
The BICAS APP is supposed to assist ambulance service employees in their daily work on the job.
It contains easy accessible information about different cultures as well as valuable resources to help
reduce stress levels of employees and improve the quality of rescue services.
The applications interface (the user language) is translated into five languages: English, German,
Polish, Spanish and Italian.
The app is divided into four main sections: Emergency support, Do’s and dont’s, Learn more
and How to do a CIA.
The app contains:
o Emergency support - a dictionary of useful keywords and phrases, using pictograms to
support mutual understanding. The Emergency support is designed to bridge the language
barrier gap between the ambulance staff and the patient. It helps with communicating
medical matters with a person that speaks a different language. It contains translated
questions, statements and commands associated with a helpful image. The statements are
translated into eleven languages: English, German, Polish, Spanish, Italian, French,
Hungarian, Finnish, Swedish, Arabic and Farsi.
o The Do’s and don’ts section contains information about various key aspects of life in other
cultures. It helps with understanding different views on medical understanding, death,
family, religion, vaccinations and interactions.
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o The Learn more section presents a list of links to various Internet resources like videos,
articles and websites containing interesting information.
o How to do a CIA - a step-by-step instruction on how to perform Critical Incident Analysis.
The App is available for iOS devices and Android Systems and can be downloaded from the Apple
App store and Google Play.
The iOS version is located here: https://apps.apple.com/app/id1457031160
The Android version is located here: https://play.google.com/store/apps/details?id=eu.dcnet.bicas
Figure 3. BICAS App structure
4. Lessons Learned from national pilots
Compromising between accreditation and usability
One vital lesson we learned right in the beginning was that the planned scope of 80 teaching
units was a too ambitious goal. The willingness to engage in further education training of
professionals is highly restrained by their time resources and personal interests. Therefore,
they only engage in training that seems advantageous to them and or is a thematic
requirement. Intercultural competence as a soft skill is not seen as a necessity. Therefore,
we had to downsize the course to meet the needs of the target group and make it more
attractive to them. We left out mainly the recommended reading also since it is difficult to
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provide the literature to participants due to copyright restraints and find similar literature in all
partner countries. The downsizing also meant to drop the ECVET points because the course
became too short for ECVET points (more on ECVET in chapter 6). However, we kept the
learning outcomes according to ECVET criteria.
Intercultural competence cannot be forced
Intercultural competence is associated with rather general attitudes, value-driven actions as
well as so-called secondary virtues. Nevertheless, this training concept is theoretically guided
by intercultural competence as a multidimensional construct, which also makes it a
(continuing) educational objective, which can be described and classified using ECVET or
NQF principles. However, this does not mean that the training could be able to in any case
or fully convey the described competencies or even easily change relevant dispositions of
the participants (e.g. xenophobia).
Need for specific information about cultural peculiarities vs. threat of stereotyping
Participants, who were interested in the topic already, had quite good intercultural
competencies. What they expected was specific input on how culture and religion shape
behavior e.g. in the Islamic background of behavioral rules.
The examples used in the case studies or in the exercises should be as neutral as possible
to focus on intercultural competencies in the widest sense possible, keeping in mind that
participants could have migration background themselves.
Training most effective with exercises related to professional reality
Another department has requested a pilot training: the emergency care services department.
They provided exercises beforehand we could work on. The overall structure was kept, just
the exercises needed to be changed. In the training, the participants had a lot of exercises
we could work on. Through the process of a multifactorial analysis, they developed
competent solutions for each situation. It was positively mentioned that the awareness on
cultural issues was raised and that the training was very close to their professional reality.
Lesson learned: Use the provided methods and the power of the group – they can find the
solution as they are professionals and just need some hints to take cultural issues into
account (or not).
Overall it can be recommended to use exercises from the very beginning and explain the
different inputs or topics in the intercultural training along with the exercises. This makes the
training very practically relevant.
Target group for training should be flexible according to national health care systems
Regarding the target group, it must be taken into consideration that in some European
countries, paramedics are not a paid profession, this role is not existent in the health careers
sector. Regarding first aid interventions, the function of paramedics is fulfilled by volunteers
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who are part of NGOs who operate on ambulances. Therefore, the target groups slightly vary
from staff working only on ambulances towards a more compressive group which was
composed of doctors, nurses, social workers, and cultural mediators.
5. Recommendations for implementation
Course needs low-threshold to ensure interest and engagement. We recommend adjusting
the training to fit the needs and composition of the target group in length and topics covered.
A combination of exercises from the professional reality of the target group alongside the
theoretical inputs to make the training practically relevant and thus accepted. This means
working in a very participative way with the group and from their own selected current topics.
Awareness raising measures are needed to engage health personnel in the training and
highlight the advantage it holds for them. Emphasis on stress-reducing approach to
overcome resistance to topic.
It is necessary to establish ways of collaboration with the system of continuous training
of health personnel to offer this training in a formal system of education as continuous
training.
Integration of the topic in the initial vocational training of paramedics and other health
system professions of at least 4 teaching units.
With regard to ECVET and EQF systems, it is important to consider the difference between
European education systems and the fact that paramedics and other health professions,
such as nurses, are vocational qualifications in some countries (e.g. Germany), while in other
nations (such as Italy), paramedics belong to non-formal learning contexts.
It is necessary to also offer the training to key personnel for the access of migrants to
health system services, like social workers and workers in health care centers etc.. This
staff is the one that offers the main information to migrants about their right to access the
health system (in all its resources, not just emergency services). If these people do not have
the right information, they believe that migrants do not have the right to access health
resources or believe that migrants are only entitled to access emergency services, resulting
in misinformation but also the fear to use health services.
The necessary qualifications and competences of the trainers need to consider that
intercultural competencies and the healthcare/ambulance services are both complex areas
in which the trainers should be at least field-competent to guarantee theoretical quality
and transfer to participants work practice. If the combination of both expertises is not
available in one person, a 'tandem' or 'team-teaching' is recommended.
Face-to-face classes are necessary! Although some people expressed that they prefer
only online training (for being able to take part in this training anywhere), we believe that
face-to-face classes are necessary.
Infrastructure: max. 20 participants, appropriately large room with beamer, flipchart and
metaplan walls, loudspeakers with sufficient capacity and sound quality for the use of films,
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additional rooms for group work.
Political correctness: There is a fine line between stereotyping and objective information
about cultural peculiarities. On the one hand, it is necessary, when talking about cultural
peculiarities to emphasize that this is not a generalisation. On the other side it is important
to make the training relevant for the target group. The participants want to understand the
reasons for certain behaviours of people with different cultural backgrounds, that puzzle
them. Once it is clear, what lies behind, it is easier to understand and accept.
6. General Course Structure
6.1. Learning Outcomes
What are learning outcomes?
Learning outcomes are statements of what a learner knows, understands and is able to do
on completion of a learning process (see the EQF Recommendation 2008).
Usually, qualification frameworks indicate the overall level of learning outcomes in a qualification.
For ECVET purposes the European Qualifications Framework (EQF) is used as a reference for
levels.
Learning outcomes can be used for various purposes such as to establish descriptors of
qualifications frameworks, define qualifications, design curricula, assessment, etc. Learning
outcomes are set out in various levels of detail depending on their purpose and context.
Learning outcomes are developed in the process of designing qualifications. There are different
approaches to identifying and describing learning outcomes depending on the qualifications system.
Learning outcomes may be acquired through a variety of learning pathways, modes of delivery
(school-based, in-company, workplaces etc.), in different learning contexts (formal, non-formal and
informal) or settings (i.e. country, education and training system ...).
How are learning outcomes described?
Learning outcomes are described using the terminology and descriptors existing in the different
qualifications systems.
The European definition of learning outcomes, which uses the terms of knowledge, skills and
competence (see the EQF Recommendation), is the common denominator that fits with the diversity
of approaches to describing learning outcomes.
ECVET does not provide a template or a taxonomy concerning the format of learning outcomes
descriptions. Such templates or classifications may exist at national, regional or system level (for
example as part of a national qualifications framework).
However, it is essential in implementing ECVET, to ensure that learning outcomes for qualifications
and units are clearly identified and described to enable mutual understanding of qualifications and
judgments on:
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Whether the qualifications covered in the framework of an partnership for mobility lead to the
same or similar occupation;
Whether learning outcomes as described in one setting or context are comparable with those
in another setting or context.
For partnerships using ECVET in the framework of transnational mobility it may be useful to devise
tools such as grids or templates to identify which learning outcomes can be addressed by mobility
and to describe them in a consistent manner, in order to:
Compare qualifications across the different qualifications systems.
Highlight the similarities between qualifications and learning outcomes among the partner
institutions.
Identify which learning outcomes are not foreseen as part of the qualifications awarded by
the partner institutions.
However the use of such tools depends on the needs of the partnerships.
How are learning outcomes used in ECVET?
To implement ECVET it is necessary that qualifications are described using learning outcomes.
Learning outcomes are grouped to create units.
Assessed learning outcomes constitute credit. Credit is the basis for enabling the transfer
between learning contexts and for the accumulation of learning outcomes.
In ECVET, learning outcomes are used as a basis for credit transfer and accumulation. Learning
outcomes are not dependent on the learning process or the learning context in which they have been
achieved and therefore it is possible to use them to identify whether what the learner has achieved
in one learning setting or context is comparable to what s/he is expected to have achieved in another
setting or context.
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Figure 4. Learning Outcomes.
6.2. Units
What is a unit and how does it relate to a qualification?
A unit is a component of a qualification, consisting of a coherent set of knowledge, skills and
competence that can be assessed and validated (see the ECVET Recommendation 2009).
Units enable progressive achievement of qualifications through transfer and accumulation of
learning outcomes. They are subject to assessment and validation which verify and record that
the learner has achieved the learning outcomes expected.
Depending on the existing regulations, units may be common to several qualifications or specific to
one particular qualification. Units are accumulated based on the requirements to achieve
qualifications. These requirements may be more or less restrictive depending on the tradition and
practice of the qualifications system and the way qualification standards are designed.
Units can also be used to structure the formal education and training programme.
How can ECVET be used in a qualification system that does not use units?
In countries where qualifications are not designed in terms of units or where they do not allow for the
accumulation of units, it is possible to use ECVET for mobility purposes by creating units used only
for mobility. The credit achieved for these units can then be transferred. The learning outcomes will
be validated by exempting the learner from the corresponding part of the education and training
pathway in the home institution (meaning s/he will not have to undergo the learning process again).
However, these learning outcomes will only be recognised when the final assessment, leading to the
award of the qualification, is successfully completed by the learner.
How can learning outcomes be grouped or clustered to create units?
Units should be constructed and organised in a coherent way with regard to the overall qualification.
1 KNOWLEDGE
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.
2 SKILLS
the ability to apply knowledge and use know-how to complete tasks and solve problems
3 COMPETENCE
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.
LEARNING OUTCOMES
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
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To group the learning outcomes into units it is necessary to identify those outcomes that relate to
each other. There are different criteria according to which learning outcomes can be grouped into
units and the choice of which criteria to use depends on the qualifications system. Examples include:
The fact that the learning outcomes relate to the same set of occupational activities/tasks
(for example the learning outcomes in a unit entitled “shampooing and hair treatment”);
The fact that they are related to the same product or production technique (such as the
learning outcomes in a unit entitled “prepare grilled dishes”);
They can also be grouped according to the stages in the production process or process
of performing a service (for example the learning outcomes in a unit called “informing the
client about the nature of maintenance intervention”); or
They can be grouped in a unit because they relate to the same field of knowledge, skills
or competence (for example the competence in foreign language can form a separate unit).
VET qualifications can contain learning outcomes that are clearly linked to the capacity of a person
to carry out a specific activity on the workplace but they often also contain learning outcomes
referring to the key competences. It is up to the qualification system to decide whether the learning
outcomes directly related to a specific occupational activity are grouped into units together with the
key competences or whether (some of) the learning outcomes related to key competences form
separate units.
Finally, as a general rule, the learning outcomes in a qualification should be assessed only once
(unless the expected level of the learner’s performance is higher). Therefore the same learning
outcome is normally not integrated into several different units. However, in some cases it may be
necessary to define some knowledge, skills and competence that are related to all or a group of units
- for example, those concerning health and safety; environmental protection; hygiene; or in some
cases key competences. Even if these learning outcomes are common or transversal to the whole
qualification, they should be clearly identified in the unit description.
How should units be described when using ECVET?
Units should be described in legible and understandable terms by referring to the knowledge, skills
and competence contained in them.
Unit descriptions are crucial for the success of ECVET processes because they are the basis
for the transparency of qualifications. The unit description enables competent institutions and
VET providers from different qualifications systems as well as the employers to understand the
characteristics of units and of the assessment which has taken place in another context. Two aspects
are important: the clarity of the terminology used as well as the way the text is organised in a user-
friendly manner.
Unit specifications should include:
the generic title of the unit;
In case of units concerning learning outcomes directly related to the exercise of specific
activities/tasks or processes on the workplace, the title should be meaningful from the point of view
of the labour market. It should also indicate the learning outcomes-based approach of the unit, in
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other words be encompassing of knowledge, skills and competence (rather than being related to a
taught subject).
The clarity of units’ titles is particularly crucial for communication to employers.
the generic title of the qualification (or qualifications) to which the unit relates, where
applicable,
the reference of the qualification according to the EQF level and, where appropriate, the
national qualifications framework level, with the ECVET credit points associated with the
qualification,
the learning outcomes contained in the unit,
The amount of detail contained in the unit description should suit the purpose for which the
description is being used and for whom it is intended. If the description is used to communicate about
the content to the learners or employers, less detail will be needed than if the same description is
also used to guide the assessment process.
It can be envisaged that a unit description has two levels: an abstract (used for general
communication) and the detailed description (used by the teaching staff, assessors, etc.).
the procedures and criteria for assessment of these learning outcomes,
the ECVET points associated with the unit (for more information see the section about
ECVET points),
the validity in time of the unit, where relevant.
If the national standards specify additional requirements or restrictions for units and their description,
for example restricted validity in time, these will also be contained in the unit specification.
Figure 5. Units.
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6.3. ECVET Points
What are ECVET points?
ECVET points are a numerical representation of the overall weight of learning outcomes in a
qualification and of the relative weight of units in relation to the qualification (see the ECVET
Recommendation 2009).
Together with units, descriptions of learning outcomes and information about the level of
qualifications, ECVET points can support the understanding of a qualification. The number of ECVET
points allocated to a qualification, together with other specifications, can indicate for example, that
the scope of the qualification is narrow or broad.
The number of ECVET points allocated to a unit provides the learner with information concerning
the relative weight of what s/he has accumulated already. It also provides the learner with information
concerning what remains to be achieved.
How many ECVET points are allocated to a qualification and how is it done?
Allocation of ECVET points to a qualification is based on using a convention according to which 60
points are allocated to the learning outcomes expected to be achieved in a year of formal full time
VET (see the ECVET Recommendation 2009).
For a given qualification, one formal learning context is taken as a reference and on the basis of 60
points per year of formal full time VET, the total number of points is assigned to that qualification.
In a number of European countries qualifications’ descriptions are independent of the education and
training programme preparing for these qualifications. Furthermore, it is also possible that the same
qualification can be prepared through various programmes. Therefore ECVET allocates points to
qualifications and not to education and training programmes. However, to decide on the number of
ECVET points allocated to a qualification, one formal learning programme is chosen as a point of
reference. It is up to the competent institutions in charge of designing qualifications to decide which
specific programme will be chosen as a point of reference (e.g. the initial VET or the most common
programme). The duration of the selected reference programme together with the ECVET
convention on ECVET points will give the number of ECVET points allocated to the qualification.
What is the difference between ECVET points and credit?
ECVET points are not to be confused with credit. While credit designates the learning outcomes
the learner has achieved, ECVET points provide information about the qualification and the units
(see the ECVET Recommendation 2009). In other words while credit is related to a person and
his/her personal achievement (credit does not exist on its own without someone having achieved it),
ECVET points are linked to the qualification structure and description (independent of whether
someone has achieved the qualification or not).
Credit can be transferred and accumulated if the competent institution recognises that the credit the
learner has achieved is relevant and can be taken into account as part of the qualification the learner
is preparing (or seeks recognition for). ECVET points provide information about the credit the learner
has transferred and accumulated (e.g. what is the relative weight of units the learner has already
achieved).
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Figure 6. Units. Template of a Unit with ECVET points.
Title of the unit:
Title of the qualification:
EQF level of the qualification:
NQF level of the qualification:
ECVET points (associated with the unit):
Learning Outcome n. 1 Knowledge
Skills
Competences
Learning Outcome n. 2 Knowledge
Skills Competences
Learning Outcome n. ... Knowledge
Skills Competences
Procedures and criteria for assessment
Learning Outcome n. 1
Procedures and criteria for assessment
Learning Outcome n. 2
Procedures and criteria for assessment
Learning Outcome n. .....
Time of the unit
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7. ECVET and EQF
The European Credit System for Vocational Education and Training (ECVET) - adopted by the
Recommendation of the European Parliament and the Council of the EU in 2009 - is one of the
important common European tools to support the transfer, recognition and accumulation of assessed
learning outcomes of individuals working to achieve a qualification and to promote lifelong learning
through flexible and individualised learning pathways.
The creation and implementation of main ECVET principles should lead to better understanding of
citizens′ learning outcomes (LO), their transparency, their transnational mobility and portability
across and, where appropriate, within Member States in a borderless lifelong learning area. They
should also improve the mobility and portability of qualifications at national level between various
sectors of the economy and within the labour market. Furthermore, ECVET will contribute to the
development and expansion of European cooperation in education and training.
ECVET is a technical framework for the transfer, recognition and, where appropriate, accumulation
of individuals’ learning outcomes with a view to achieving a qualification.
(ECVET Recommendation, 2009).
ECVET is part of the development of common European tools for education and training: the
European qualifications framework and the related national qualifications frameworks, the
European quality assurance reference framework for VET (EQAVET), and Europass. It is also
linked to the application of the European credit transfer and accumulation system (ECTS) in
higher education.
ECVET is applicable for all learning outcomes which should in principle be achievable through a
variety of education and learning paths at all levels of the European Qualifications Framework for
lifelong learning (EQF), and then be transferred and recognised (Recommendation of the European
Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications
Framework for lifelong learning).
ECVET is in fact one of several instruments and mechanisms that can support recognition of learning
outcomes and thus support lifelong learning. To enable recognition of learning outcomes, ECVET
can complement and be complemented by the development of qualifications frameworks; the use of
approaches for validation and recognition of non-formal and informal learning; the use of a credit
system (ECTS) in higher education; the Europass documents that record an individual’s
qualifications, credit and learning outcomes.
The European Qualifications Framework (EQF) is a common European reference framework
whose purpose is to make qualifications more readable and understandable across different
countries and systems.
The EQF was adopted by the Council of the EU and the European Parliament in the
Recommendation of 23 April 2008. Reflecting the success in implementing the 2008
recommendation, a revised and strengthened Recommendation on the EQF was adopted on 22nd
May 2017 by the Education, Youth, Culture and Sport Council. The purpose of this revised
recommendation is to ensure the continuity as well as a further deepening of the EQF.
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The main purpose of the EQF is to make qualifications more readable and understandable across
countries and systems. This is important to support cross-border mobility of learners and workers
and lifelong learning across Europe. Covering qualifications at all levels and in all sub-systems of
education and training, the EQF provides a comprehensive overview over qualifications in the 39
European countries currently involved in its implementation.
The core of the EQF are eight common European reference levels, which are described in
learning outcomes: knowledge, skills and competences. This makes it more understandable
what a learner with a qualification related to the EQF knows, understands and is able to do. This
approach also make it possible to compare qualifications awarded in all types of education, training
and qualifications, from school education to academic, professional and vocational at each of its
levels.
The EQF helps to compare national qualifications systems and enable communication among them.
Countries develop national qualifications frameworks (NQFs) to implement the EQF. The EQF
has been the catalyst for development of comprehensive national qualification frameworks based on
learning outcomes.
All countries committed to the EQF consider such national frameworks necessary to make their
qualifications comparable across sectors and countries. This is done through a national referencing
process, which is based on a set of criteria agreed at European level. Following extensive national
consultations with stakeholders, countries present the results of this referencing process to the EQF
Advisory Group and publish their referencing report.
Once national qualifications levels are related/referenced to the EQF, it will be much easier compare
and assess national qualifications in the process of recognition of foreign qualifications when people
move to another country. The goal is that all new qualifications, diplomas, certificates and Europass
supplements will carry a reference to an appropriate EQF level.
An EQF National Coordination Point is set up in each country that participates in the EQF which
coordinates implementation at national level and provides information on how the national
qualifications levels relate to the EQF and how the EQF is implemented.
At European level, the EQF Advisory Group ensures that the EQF is implemented in a transparent,
trustworthy and coherent way across Europe. It brings together representatives from national
authorities in ET 2020 countries and European representatives of social partners and other
European stakeholders.
By April 2017, 32 countries had linked (‘referenced’) their national qualifications levels to the EQF
(26 in 2015): Austria, Belgium (Flanders and Wallonia), Bulgaria, Croatia, Cyprus, the Czech
Republic, Denmark, Estonia, former Yugoslav Republic of Macedonia, France, Germany, Greece,
Hungary, Iceland, Ireland, Italy, Latvia, Lichtenstein, Lithuania, Luxembourg, Kosovo, Malta,
Montenegro, the Netherlands, Norway, Poland, Portugal, Slovenia, Sweden, Switzerland, Turkey
and the United Kingdom (England, Scotland and Wales). Two additional countries (Slovakia and
Romania) are currently discussing their referencing reports with the EQF advisory group. The
remaining countries are expected to follow in 2017-18, which means that the first stage of EQF
referencing is nearly finished.
For more information on the European Qualification Framework see the links in the appendix.
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8. Project partner contacts
If you are interested in using and/or adopting the training course and/or mobile app, please visit our
website at
www.bicas-online.eu
and contact one of our partner organisations.
Austria
Johanniter Österreich
Ausbildung und Forschung gGmbH
Contact: [email protected]
Italy
Euro Project Lab S.r.l.s.
Contact: [email protected]
Germany
Johanniter Akademie Mitteldeutschland
Contact: [email protected]
Wisamar Bildungsgesellschaft gGmbH
Contact: [email protected]
Poland
Danmar Computers LLC
Contact: k.ciapala@danmar-
computers.com.pl
Spain
Federacion Andalucia Acoge
Contact: [email protected]
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9. Appendix: Websites
European Commission:
DG Education and Training
http://ec.europa.eu/education/
ECVET internal site
http://ec.europa.eu/education/lifelong-learningpolicy/ecvet_en.htm
EQF internal site
http://ec.europa.eu/education/policy/strategic-framework/skills-qualifications_en
EQF website
https://ec.europa.eu/ploteus/search/site?f[0]=im_field_entity_type%3A97#
EUROPASS website
http://europass.cedefop.europa.eu/
EQAVET internal site
http://ec.europa.eu/education/policy/vocational-policy/eqavet_en
EQAVET website
http://www.eqavet.eu/gns/home.aspx
Education, Audiovisual and Culture Executive Agency (EACEA)
http://eacea.ec.europa.eu
Cedefop
Website on European tools
http://www.cedefop.europa.eu/it/events-and-projects/projects/european-credit-system-vocational-
education-and-training-ecvet
In cooperation with the European Commission, Cedefop provides technical and analytical support
for the
implementation of the ECVET recommendation at the EU, national and sectoral levels.
ECVET Network
http://www.ecvet-secretariat.eu/en
The European ECVET Network acts as the secretariat for the ECVET European network. Its
activities include workshops and seminars for ECVET usersʼ group and the members of the ECVET
European network and the ECVET annual forum. Its website informs about new developments in
the network and provides documentation such as guides (interactive or on downloading), ECVET
magazine, etc. It is financed by the European Union.
ECVET pilot projects
http://www.ecvet-projects.eu
This website provides the overview of the activities, preliminary and final results of the centralised
European ECVET projects. It is financed by the European Union.
