SPREAD_ECVET methodology and the validation and recognition of competences

ECVET methodology and the
validation and recognition of
competences
Janine Wulz
Philipp Rohringer
Cathy Schneider
3s research laboratory
www.3s.co.at
24-28 July, Vienna

Overview of the LTTA
Time Activity Place
Monday 24.7.2017 10.00‐12.30 Introductions Seminar venue
Monday 24.7.2017 14.00‐17.00 What is ECVET? Seminar venue
Monday 24.7.2017 14.00‐17.00 Welcome Dinner Weinstube Josefstadt
Tuesday 25.7.2017 10.00‐12.30 Learning Outcomes for VET mobility Seminar venue
Tuesday 25.7.2017 14.00‐17.00 ECVET in transnational mobility IFA – International young workers
exchange
Wednesday 26.7.2017 10.00‐12.30 Assessment procedures and Tools (MoU/LA/Pers. Transcripts) Seminar venue
Wednesday 26.7.2017 12.30‐14.00 Lunch
Wednesday 26.7.2017 14.00‐17.00 Assessors in VET mobility Seminar venue
Thursday 27.7.2017 10.00‐12.30 How to use Europass in VET mobility? OEAD
Thursday 27.7.2017 12.30‐14.00 Lunch
Thursday 27.7.2017 14.00‐17.00 Company visit: how do companies use ECVET in VET
mobilities?
Vienna Airport
Friday 28.7.2017 10.00‐12.30 Summaries, exploitations of results, reflections on learning
outcomes of the LTTA
Seminar venue
Friday 28.7.2017 12.30‐17.00 Boat tour at Vienna Danube Alte Donau
Friday 28.7.2017 12.30‐17.00 Farewell Dinner Mill
3s research laboratory, www.3s.co.at

Introduction
1. Write down 2‐3 questions. What do you want to
know from the other participants?
2. All questions go to the „bowl“ in the middle
3. Search for a partner you do not know very well
yet.
4. Pick a question and ask your partner about it.
5. Repeat

Expectations
This workshop week would be a success, if
__ it showed me…
__ I learned…
__ I went out at the end knowing…

What is ECVET?
Janine Wulz
www.3s.co.at
24-28 July, Vienna

Today´s agenda
__ Background
__ ECVET key principles and aspects
‐ What is ECVET?
‐ ECVET technical components and
processes
‐ Why use ECVET?
__ ECVET implementation in Europe

Introduction
Video
https://www.youtube.com/watch?v=ingP6CUzH
NA

Introduction
Reflect on what you have heard about ECVET so
far:
What is the one thing about ECVET –
positive or negative – that stuck you
most?

Background‐ Why ECVET?
Strategies 1
__Lisbon Process (2000):
“to make the EU "the most competitive and
dynamic knowledge‐based economy in the world
capable of sustainable economic growth with more
and better jobs and greater social cohesion”,
by 2010
__Education and Training 2010
__Education and Training 2020

Strategies 2
IMPROVING THE QUALITY AND EFFICIENCY OF VET AND
ENHANCING ITS ATTRACTIVENESS AND RELEVANCE
10
PROMOTING EQUITY, SOCIAL COHESION AND ACTIVE
CITIZENSHIP
__Bruges Communiqué on enhanced European
Cooperation in VET for the period 2011‐2020
MAKING LIFELONG LEARNING
AND MOBILITY A REALITY
ENHANCING CREATIVITY,
INNOVATION AND
ENTREPRENEURSHIP

Challenges
3s research laboratory, www.3s.co.at 11
Heterogenous VET systems
Lack of transparancy and understanding of
qualifications across countries
Lack of comparability of qualifications
Mobility?
Lifelong learning?
11

Background
3s research laboratory, www.3s.co.at 12
ECVET
“a technical framework for the transfer,
recognition and where appropriate,
accumulation of individuals’ learning
outcomes with a view to achieving a
qualification”
Recommendation of the European Parliament and the Council
European Credit system for
Vocational Education and Training

Background
2002: The Copenhagen Declaration & Process on enhanced
cooperation in vocational education and training:
‐ Improve transparency
‐ Recognise competences and qualifications‐ including non‐
formal and informal learning
2009: Recommendation on ECVET by the European Parliament
and the Council

Background
The European Credit system for Vocational Education and
Training
__ European instrument designed to support lifelong learning,
the mobility of learners and the flexibility of learning
pathways to achieve qualifications
__ developed by Member States in cooperation with the
European Commission & adopted by the European Parliament
and the Council in 2009
__ adoption and implementation of ECVET in the participating
countries is voluntary

Background
__ A system for the transfer, validation and accumulation
of the learning outcomes achieved by an individual
with a view to acquiring a qualification
__ European Credit System for Vocational Education
and Training
__ European tool to improve attractiveness
of lifelong learning and support mobility
across Europe
Get recognition
for learning
outcomes
already achieved
Transparency
helps to
understand
qualifications
More flexible
programmes and
qualificiations

Principles of ECVET
Documents and
steps important for
supporting transfer
processes
Structured descriptions of qualifications
Units of Learning
Outcomes ECVET Points Transfer Process
ECVET

Principles of ECVET
What do we mean by credit?
Note the difference between ‘credit’ and ‘credit
points’ (e.g. ECVET points)!
Credit: a set of learning outcomes that an individual has achieved, and which have
been assessed and recognised. They can be accumulated towards a qualification or
transferred to other learning programmes/courses or qualifications.
Credit transfer: process by which learning outcomes achieved in one context can be
taken into account in another context. Based on the principles of assessment,
validation and recognition.
Credit accumulation: process by which a learner acquires qualifications
progressively by successive assessment of learning outcomes.

Why use ECVET?
18

Why use ECVET?
How can learners, VET providers and
employers benefit from ECVET in
VET mobility?

Why use ECVET?
Benefits for…
…Learners
 Learner‐centred approach
 Recognition of international mobility, previous
learning and assessment which does not have to be
repeated
 Recognition of periods of work‐based learning
(traineeships)
 Possibility to return to education and training and
build on what a person has learned in the past

Why use ECVET?
Benefits for…
…Education and training providers
 Improved quality of mobility exchanges
 Simplification of recognition of learning outcomes
achieved in other contexts (“common language”)

Why use ECVET?
Benefits for…
…Employers
 ECVET uses a language that talks to employers >
expressed in learning outcomes
 Improved availability of workforce with international
experience
 Qualifications are easier understood by employers
(more transparent description of qualifications) >
facilitates recruitment

How to use ECVET in VET
mobility
Janine Wulz
www.3s.co.at
24-28 July, Vienna

How can we use ECVET in
mobility?
Video: ECVET step by step
https://www.youtube.com/watch?v=M2b_QLVQizQ&fe
ature=youtu.be
How do you use ECVET in
mobility?

ECVET transfer process in cross‐border learner
mobility
Learning Assess‐ment Document‐ation Vali‐dation Reco‐gnition Learning …..

Before Mobility

Memorandum of understanding
• Agreement between two or more institutions
• Objectives, duration, roles
• Qualifications and units of learning outcomes
covered
• Procedures and responsibilities for assessment,
documentation, validation, recognition
…an agreement between competent institutions which sets the
framework for credit transfer. It formalises the ECVET partnership by
stating the mutual acceptance of the status
and procedures of competent institutions involved. It also establishes
partnerships‘ procedures for cooperation.

Learning Agreement
• Detailed information on how achieved LO will be
assessed, documented, validated and recognised
…an individualised documents which sets out the conditions for
a specific credit transfer (e.g. mobility period). It specifies,
for a particular learner, which learning outcomes and units should be
achieved (and, if applicable, the associated
ECVET points).

Before Mobility
Ranking activity
Rank statements in order of
importance of tasks to do
before a mobility takes place!

During Mobility

During Mobility
Assessment of Learning Outcomes
‐ How can they be assessed? There are different
approaches/methods!
‐ Ensure quality and precision of LO descriptions
Provide the learning activities preparing for Learning
Outcomes identified in the learning agreement

During Mobility
‐ How is quality of assessment ensured?
‐ Assessment procedure and criteria should be
described in MoU or Learning agreement
Assess what Learning Outcomes were achieved by
learners

During Mobility
‐ Results of learner´s assessment should be
documented to ensure evidence to validate and
recognize credit
Provide evidence about the result of the learners
assessment (including a transcript of record)

During Mobility
Transcript of Learning
__ Learners record of achievements
__ Document belongs to learners
It includes
‐ A record of the learning outcomes achieved abroad
‐ Specifies the identity of the learner and the
organisations that assessed, validated and
recognised the learners credit
‐ Information on units and ECVET points awarded

During Mobility
How do you ensure that the participant is undertaking
learning activities, that are relevant for the learning
outcomes to be achieved?
How do you ensure that the teachers/assessors are aware
of the learning outcomes to be achieved by the
participant?
How do we ensure that assessors are aware of the
assessment criteria to be used to assess the participant?
Do they know how to document the result of the
assessment for the sending organisation?
How do you ensure that the participant is provided with
the evidence about their assessment which will serve as
a basis for the validation and recognition of credit?

After Mobility
Recognize and validate
evidence gathered from
assessment of LOs
Based on LOs and
Learning agreements

After Mobility
Validation = Process by which the home
institution confirms that what has been
accomplished meets the expectations
(i.e. “passes”) in terms of learning
outcomes
Validate learners’ credit achieved abroad

After Mobility
Recognition= formal process of issuing
certification to state that the learning
outcomes achieved are accepted as part
(or additional to) target qualification
Recognize learners’ credit achieved abroad

Learning Outcomes and ECVET
methodology
Janine Wulz
www.3s.co.at
24-28 July, Vienna

ECVET in transnational mobility

What are Learning Outcomes?
Credits: www.ecvet‐info.at
Learning outcomes: statements about what learners know,
understand and are able to do after completing a learning
process (often described in terms of knowledge, skills and
competences)
Unit of learning outcomes: component of a qualification,
consisting of a coherent set of knowledge, skills and
competences that can be assessed and validated

Why Learning Outcomes?
contributes to more transparency
facilitates the understanding and comparability
of qualifications
aims to increase the learners’ mobility

Using Learning Outcomes in mobility 1
ECVET targets…
…the recognition of learning outcomes,
enabling individuals to fully integrate
mobility‐related achievements into new or
existing learning pathways, recognizing and
making visible that which they have learned
abroad.

ECVET Points
…represent the overall weight of learning
outcomes in a qualification
…. Represent the relative weight of units in
relation to the qualification
…60 ECVET points/year of formal full‐time
VET

Differences by countries:
__achievement of learning outcomes results in awarding
of credit (often contributing to the achievement of a
qualification or award)
__in countries, unit‐based qualifications are not in use,
or qualifications systems do not allow for credit
accumulation or transfer.  learning outcomes can be
developed specifically for mobility purposes
In all cases learning outcomes should be agreed in
advance, and communicated to all parties, with direct
reference made in the learning agreement.

Experiences with Learning Outcomes
How do you use Learning
Outcomes ?
What are the advantages of
using Learning Outcomes?
What are the challenges
using Learning Outcomes?

How to write Learning Outcomes 1
Learner‐centred!
Learning outcomes vs. learning aims & learning
objectives
Learner Verb Object Context
Example: The learner will be able to demonstrate understanding of a broad range
of the main features of both a CNC Milling Machine to include the main console
controls, axis configurations, methods of tool changing programming techniques,
thread cutting and tool mounting;

Learning outcomes are written from different
starting points…
__ tradition in describing learning outcomes
__ concepts and definitions (e.g. LO‐competences;
categories‐ knowledge, skills competences)
__ purposes, functions and target groups (e.g.
occupational, educational and assessment
standards, teaching and learning, internal and
external quality assurance)

… for different purposes :
e.g. for qualification profile/standard,
programme description, curriculum or
assessment standard
… and with different approaches
__ developing units for mobility
Developing units as a reference descriptions for
whole qualification
__using existing units (parts of a unit)
__ Adjusting existing units

Learning outcomes…
__Need to be ‘fit for purpose’
__Require varying level of detail/granularity
and generality/specificity
__Finding a balance between being too vague
and too prescriptive
__Putting learners at the centre
__Continuous process: systematic updating
and review

KSC – Elements of Learning Outcomes
Knowledge means the outcome of the assimilation of information
through learning. Knowledge is the body of facts, principles, theories and
practices related to a field of work or study. In the context of the European
Qualifications Framework, knowledge is described as theoretical and/or
factual.“
Skills means the ability to apply knowledge and use know‐how to
complete tasks and solve problems. In the context of the European
Qualifications Framework, skills are described as cognitive or practical skills."
Competence means the proven ability to use knowledge, skills and
personal, social and methodological abilities in work or study situations and
inprofessional and/or personal development. In the context of the European
Qualifications Framework, competence is described in terms of responsibility
and autonomy."

ZOOM project (AT):
www.zoom‐eqf.eu –
master craftsperson in
motor vehicle
mechanics

Title of the Qualification Master Floristry Craftsperson
U8EQF Level
Generic Title of the Unit Floristry production
ECVET points / Relative Weight AT DE FR NO SI
Learning outcomes
S/he is able to develop and design a
production plan
S/he is able to coordinate the different
production elements
S/he is able to organise logistics with staff,
material, time and techniques
S/he is able to adapt to different occasions
and expressions
S/he is able to organise the production
process according to safety and security in a
sustainable environment
S/he is able to control the production process
and communication
S/he is able to adapt to changing conditions
in delivery and resource availability and to
handle unexpected situations.
S/he is able to cooperate with other service
providers to the same occasion
S/he is able to choose raw materials,
production methods and techniques for
various types of floristry products adequate for
different occasions.
S/he is able to demonstrate mastery in the
production and exposure of various types of
floristry products
S/he is able to design, decorate and present
various types of floristry products according
to customers’ orders.
S/he is able to demonstrate mastery in an
experimental, innovative and creative use of
materials, methods and techniques, expanding
the traditional frames of reference
S/he is able to modify methods and
processes depending upon customer
requests, product types, seasonal variations
and unexpected situations.
S/he is able to develop innovative creations,
expressions and production methods and
techniques
SME Master Plus
project:
www.sme‐master‐eu
floristry (12 units)

Who needs to be involved in
defining LOs in VET mobility
projects?
Which kind of sources can be used?
How do you negotiate with your
partners on the description of
LOs?

Whoneeds to be involved in defining LOs in
VET mobility projects?
“Competent institution”
An institution which is responsible for designing and awarding
qualifications or recognizing units or other functions linked
to ECVET, such as allocation of ECVET points to qualification
and units, assessment, validation and recognition of
learning outcomes under the rules and practices of
participating countries.
__Do descriptions prepared by VET institutions need to be
approved by relevant national/regional/sectoral authority?
__If yes: who is the relevant national/regional/sectoral
authority?

Which kind of sources can be used?
Examples:
___Existing learning outcomes descriptions:
qualification descriptions, curricula, training
regulations, educational / occupational
standards, description of units developed by
ECVET projects, etc.
___Europass Certificate Supplement
___Occupational activities/ tasks
___Do partners need to use the same sources?
___Who decides which sources should be used?

How do you negotiate with your partners on
the description of LOs?
__How much information should be exchanged between partners?
__How to accommodate national differences?
__Do partners need to use the same method for describing LOs?
__Which format should the descriptions have: holistic or KSC?
__Can existing descriptions be used or do partners develop new
ones?
__Do partners need to prepare descriptions for the whole
qualification(s) or is it sufficient to focus on a part of the
qualification that is relevant for mobility? How to identify this
part? Should it be the same for all partner institutions involved?
__How specific and detailed should LOs be described to support
specific mobility exchanges and enable assessment during
mobility?

ECVET and Learning Outcomes
Summary
https://www.youtube
.com/watch?v=pMN
7JigtUZA&t=12s

Discuss in groups
Dana is a 16 years old VET student from the
Netherlands. She studies cooking and wants to do a
6‐weeks mobility in Spain.
There are no learning outcomes defined yet.
‐ What are the tasks of the NL‐partner organization?
‐ What are the tasks of the ES‐partner organization?
‐ What are possible Learning Outcomes for her
internship?

Quality assurance in ECVET
mobility
Janine Wulz
www.3s.co.at
24-28 July, Vienna

Why quality assurance in mobility?
“Transparent quality assurance principles,
exchange of information and development of
partnerships between institutions competent for
qualifications, VET providers and other relevant
stakeholders should help to build mutual trust and
should facilitate the implementation of this
Recommendation”
Recommendation of the European Parliament and the Council

The EQAVET quality circle
planning
implementation
review
evaluation
whole partnership
Each, specific mobility experience

Quality circle – ECVET partnership
Planning:
• Set up an ECVET
partnership
• Identify competent
institutions
• Sign a MoU
Implementation:
• Organise several ECVET
mobilities of individual
learners
Review:
Revise the
partnership
Evaluation:
Reflect on the
functioning of the
partnership (based on
experience from several
ECVET mobilities)

Quality circle – individual ECVET mobility
ECVET before mobility
• Identify partners for
ECVET mobility of
individual learner(s)
• Identify the unit(s) of LO
for mobility
• Discuss assessment of LO
• Clarify how LO will be
validated and recognised
• Sign a Learning Agreement
ECVET during mobility
• Provide the learning activities
preparing for LO identified in the
Learning Agreement
• Assess what LO the learner has
achieved
• Provide evidence of the result of
the learner’s assessment (inclu-
ding a transcript of record)
ECVET for
future mobilities
– action plan
ECVET after
mobility
In line with the MoU
and the LA:
• Validate learners’ credit
achieved abroad
• Recognise learners’ credit
achieved abroad

Tools for Evaluation and Review?
ECVET partnership
• data on assessment results
• data on mobile learners’
success after the mobility phase
• impact of the mobility
experience on their further
pathway
• feedback from all actors
involved in the mobility projects
Indiv. ECVET mobility
• Validation and recognition
as planned?
• Feedback / questionnaires

EUROPASS
Austria
Alexandra Enzi
27 July,2017
1

Content
2
→ EUROPASS … or how can qualifications and competences be
documented in a transparent way?
→ Europass Mobility: including an introduction to the Austrian
Europass Online Mobility Database
→ Discussion

EUROPASS
3
→ Helps citizens to communicate their skills and qualifications
effectively when looking for a job or training
→ Documents mobilities of learners and employees
→ Strengthens the transparency of education and practice
→ The templates and documents are available in 27 languages
all over Europe!

Europass CV
Europass Mobility
Europass Certificate Supplement
Europass Diploma Supplement
Europass Language Passport
Filled in by users
Issued by authorities
FIVE DOCUMENTS
4

EUROPASS CV
5
• International format in 27 languages
• Clearly structured
• Complete data
• Can be filled in online or offline
• Language Passport, Cover Letter and
European Skills Pass are included
• http://www.europass.at/lebenslauf

EUROPASS Diploma Supplement
6
•Personal and detailed information about the higher
education diploma or degree
•Individual document, issued automatically and free of
cost by all higher education institutions in Austria
•Includes a description of the national education
system

EUROPASS Certificate Supplement
7
•Profile of skills and qualifications acquired during a vocational training
programme
•In German and English
•Description includes:
• Accessible occupations
• International level
• Authorities providing accreditation
• International agreements
• Ways of acquiring the certificate
www.zeugnisinfo.at

EUROPASS MOBILITY
8
• Documentation of stays abroad: confirmation of learning
and work experiences
• In Austria: since April 2015 it can be used for inland mobility
(to a different province)

EUROPASS MOBILITY: when it is used
9
• Especially important for young people with little work
experience.
• 2010 study with 1,858 participants shows that 69% of
people in VET education used the document for job
applications
• 78% used it when applying for an apprenticeship
training position
• 68% when applying for an internship
• 47% when applying for a university place
© ConLogos Dr. Vock, 25. October 2011

EUROPASS MOBILITY: Age group
10
© PPMI – Public Policy and Management Institute, 2013
Second Evaluation of Europass Final Report, 1 March 2013

EUROPASS MOBILITY: Educational attainment
11

EUROPASS MOBILITY: Who gets it
12
© PPMI – Public Policy and Managment Institute, 2013
It was obtained in the following contexts:
• Traineeship/apprenticeship (58.6%)
• cultural exchange (35.3%)
• and work (33%) purposes.

EUROPASS MOBILITY: relevance to the unemployed
13

EUROPASS MOBILITY: relevance to stakeholders
14
• 44 % found the document relevant to a (very) large extend.
• The Europass Mobility document was well appreciated by the
associations of trade unions and employers, as well as by
national LLP agencies.
• The document’s relevance varied among the stakeholders from
different countries. For instance, in Germany it was generally
regarded as very useful and needed as non-formal education in
Germany is highly appreciated by the employers(…)

EUROPASS MOBILITY – Austrian database
15
• Implemented in October 2014
• https://www.europass-db.at/de/europass-mobilitaet-
login.asp

EUROPASS MOBILITY – It all depends on the content!
16
• The more concrete the Europass mobility is filled in the
greater its benefit.
• The use of learning outcomes is highly recommended.
• You can use Bloom‘s Taxonomy (published in 1956 and
revised in 2001) to express learning outcomes.

EUROPASS MOBILITY – Bloom‘s Taxonomy - Five
levels
17
• Knowledge/remembering
• Comprehension/understanding
• Application/applying
• Analysis/analyzing
• Evaluation/evaluating
• Synthesis/creating
Very important to use at least the first three!

EUROPASS MOBILITY – verbs to use
18
• Knowledge/remembering: define, list recognize
• Comprehension/understanding: characterize, describe,
explain, identify, locate, recognize, sort
• Application/applying: choose, demonstrate, implement,
perform

EUROPASS MOBILITY – verbs to avoid
19
• Understand
• Appreciate
• Know about
• Become familiar with
• Learn about
• Become aware of

EUROPASS MOBILITY – tips: wording
20
• Use active and easy to understand verbs, e.g. „he/she is
able to plan and prepare a meeting“
• Describe and specify the context of the verb, e.g. „he/she
is able to use information technology in consideration of
data protection“; „he/she is able to analyse customer needs
on the basis of inquiries“.

EUROPASS MOBILITY – tips: wording II
21
• Describe as precisely as possible what competencies in a
foreign language the participant used and enhanced
during the mobility, e.g. he/she is able to use subject-
specific terms and easy idioms in Czech“; he/she is able to
communicate confidently and in a client-oriented way in
English.
• Describe the level of independance and responsibility, e.g.
he/she is able to plan appointments on his/her own and to
handle scheduling conflicts; he/she is able to responsibly
meet the special needs of youngsters“

EUROPASS MOBILITY – learning outcomes orientation
made easy!
22
John is able to confidently advise guests in Spanish
while considering the customer requests and daily
offers.
Mary is able to independently prepare and fill in the
accompanying shipping documents while using the
customary software depending on the mode of
transport.

EUROPASS MOBILITY – specific information
23
Tasks/Qualifications:
These fields should be used to describe the concrete knowledge,
skills and competencies that were acquired, deepened or expanded.
Don‘t forget to include social, personal and intercultural
competencies, e.g.
„He/she is able to recognize and adequately respond to behaviour
patters that deviate from his/her own culture.“
„He/she is able to integrate and actively contribute to an established
team in another culture.“
*use participants‘ reports tom make soft skills more visible

EUROPASS MOBILITY – benefit of using learning
outcomes in the description
24
• Easier to validate non-formal and informal learning
• Makes the recognition of job-related competences easier
• Helps to prepare a mobility
• All involved parties are able to specify before the
mobility what learning outcomes should be achieved
and documented

Thank you for your attention!
25
Discussion

VARE project: Vocational Assessor
Requirements in Europe
Monika Auzinger
Julia Fellinger
Workshop 26 July 2017
Vienna, Austria

Today‘s agenda
10:00 – 12:00 ECVET mobility tools for the successful implementation of
transnational VET mobility
‐ Recap: ECVET key principles and aspects
‐ Working with ECVET mobility tools
12:00 – 13:00 Social Lunch: exchange of experience among European
VET mobility partners
13:00 – 15:00 VARE project: addressing the challenges of host country
assessment in ECVET mobility
‐ What is VARE?
‐ VARE project findings
‐ VARE online platform on assessment requirements
Feel free to ask
questions anytime!
Let me know if I‘m going
too fast, or if I keep
telling you things you
already know ☺

Icebreaker: Please share…
__Your name…
__Where you come from…
__Your role and (whether) and how it is linked to mobility in VET
and/or ECVET

Recap: ECVET key principles and aspects #1
Why this project on assessor requirements?
__Lessons learned from the „DECVIP“ project (2012-2014):
How to organise European mobility using the European Credit
system for Vocational Education and Training (ECVET)
__Understanding each other‘s requirements for assessment of VET:
a prerequisite for mutual
trust and transparency
__Avoid that learning achieved
abroad cannot be recognised
due to assessment issues

ECVET mobility tools #1
Memorandum of Understanding (MoU)
__institutional-level agreement
__“conditions via which learning outcomes can be achieved,
assessed and potentially transferred confirming mutual acceptance,
by two or more institutions, of the different procedures”
tools and documents able to facilitate learning recognition for
those participating in organised mobility

ECVET mobility tools #2
Learning Agreement (LA)
__personalised document
__“conditions for a specific mobility period, for an
individual learner, confirming units and/or learning outcomes
that are being targeted for achievement”
Personal Transcript (PT)
__personalised document
__“record of learning achievement that contains information on
assessed learning outcomes, units and (where appropriate) ECVET
points ”
__Europass Mobility: “best-known example of a personal transcript”

Learning Agreement (LA) – operational template
1. Information about the participants (home organisation,
host organisation, learner, etc.)
2. Mobility duration
3. Learner qualification (title, level, progress thus far, etc.)
4. Description of targeted learning outcomes (units, LOs, points,
learning activities)
5. Overview of assessment and documentation (actors, timing, methods,
recording of results)
6. Overview of validation and recognition (actors, timing, processes, recording
of results)
7. Signatures
8. Additional information (e.g. special needs arrangements, additional detail on
assessment and validation tools and processes.)
9. Annexes (e.g. more detailed insight into the targeted qualifications, quality
charter)

Group Discussion:
__What benefits do you see for using ECVET tools
(MoU, LA) in organising learners‘ transnational mobility?
__What are the challenges? How could they be overcome?
… from the perspective of :
__learners
__home institution
__host institution (VET school, company)

VTCT
(UK)
UK
NARIC
(lead)
VARE
3s
(AT)
CPI
(SI)
FFW
(PL)
About the VARE project…
Key data
__Erasmus+ Key Activity 2
__Duration: 2015 – 2017
(ongoing)
__Context: ECVET mobility
__Objective: identify the requirements
for assessment and assessors in
vocational training programmes across
the EU to support the development
of partnerships working for the
purposes of mobility in VET
The partnership

Background
Why this project on assessor requirements?
__Lessons learned from the „DECVIP“ project (2012-2014):
How to organise European mobility using the European Credit
system for Vocational Education and Training (ECVET)
__Understanding each other‘s requirements for assessment of VET:
a prerequisite for mutual
trust and transparency
__Avoid that learning achieved
abroad cannot be recognised
due to assessment issues

Key questions addressed…
__Who carries out assessments and how?
__ To what extent are assessors required to hold specific qualifications,
be members of a recognised profession, and be subject to
regulation and meet specific standards of professional conduct?
__ What (occupational) standards, qualifications and learning outcomes
exist for those who carry out assessments?
__ Are the requirements for assessors comparable between countries,
and between parts of the vocational system within the same
country?
__ Are there differences based on the type of system, the sector, or the
country setting the requirements?

Norway Italy France
Are there requirements
to be an assessor?
Yes Yes No
Are requirements set
centrally?
No Yes No
Are requirements set on
a sector by sector basis?
Yes No No
When does assessment
occur?
Cumulatively/unitised Both cumulatively and
end‐point
Within teaching delivery
Who carries out the
assessment?
Work trainer Tutor Jury of professionals
Qualification to be an
assessor
Sector expert Teacher or sector expert Trained teacher, sector
expert
Type of assessment Practical demonstration Oral, written test and
practical
Practical
Who sets the
requirements?
National body – varies by
sector
Regional authorities
through training
providers
Awarding body to a
standard set by the
sector body
Key aspects to consider….
__Continuous assessment vs.
endpoint assessment (final exam)
__School-based vs. work-based assessment
__Internal vs. external assessors

Project outcomes
__28 country profiles of assessor requirements in VET (EQF 3/4)
__Comparative analysis of current assessor requirements
__Case studies highlighting examples of good practice
__Online catalogue of the different member states' requirements
(to be launched in summer 2017)
http://www.vareproject.eu/

Now what about Austria…?

VET in Austria‘s education and training system
IVET qualifications at EQF
level 3/4
Full‐time schools for
intermediate vocational
education (mostly 3‐4 years)
Secondary vocational schools
for healthcare and nursing
Dual VET (apprenticeship
training) (2‐4 years)

The case of Austria
Schools for intermediate vocational education
__Requirements set by federal law
__Learners are generally assessed by teachers at their school
__No separate ‘assessor qualification‘
__VET teacher training is heavily regulated and depends on the subject
taught: general education, occupation-related subjects (theory,
practice)
__Teachers are in principle obliged to attend continuing education and
training (CET) programmes, with no legal specifications laid down
regarding their duration and frequency

The case of Austria
Dual VET (apprenticeship training)
__In-company trainers: must have certain subject-specific and teaching
qualifications (IVET trainer examination) or a 40-hour trainer course
with a vocationally-specific interview
__ Part-time vocational schools: teacher training is heavily regulated
and depends on subjects taught
__Apprenticeship leave examination: practical and theoretical part:
organised by the regional apprenticeship offices and to be taken in
front of a board of examiners (examination committee), including
experts from the field
> ‘LAP’ certificate: voluntary certification for examiners in final
apprenticeship examinations

Group discussion:
Your VET institutions plans to enter a mobility partnership
with a) another VET institution b) a hotel chain
__How will you go about choosing the ‚right‘ mobility partner?
__How will you make sure that the learning outcomes achieved abroad
will be assessed accordingly, and be validated and recognised
afterwards?

3s Unternehmensberatung, www.3s.co.at
More about the project:
Questions?
Monika Auzinger
auzinger@3s.co.at
Julia Fellinger
fellinger@3s.co.at
http://3s.co.at
http://www.vareproject.eu/

SPREAD_ECVET methodology and the validation and recognition of competences

Recommended

Recommended

More Related Content

Similar to SPREAD_ECVET methodology and the validation and recognition of competences

Similar to SPREAD_ECVET methodology and the validation and recognition of competences (20)

Recently uploaded

Recently uploaded (20)

SPREAD_ECVET methodology and the validation and recognition of competences