This document summarizes information from a presentation about implementing ECVET in Finland. It discusses: - The region of Central Finland and the city of Jyväskylä, where ECVET is being piloted. - Why vocational education organizations are interested in ECVET and how it can support work-based, college-based, and combined transnational learning. - The key concepts of ECVET including mutual trust, learning outcomes, recognition of learning, and quality assurance. - The three main learning outcomes of ECVET implementation: linking mobility to strategy, using learning outcomes as a common language, and following the ECVET quality process of assessment, validation and recognition.

1. ECVET in Mobility - Learning Outcomes of Piloting ECVET in Finland Lefkosia, 18 March 2014

5. Central Finland and Jyväskylä
Central Finland is a province consisting of 23 municipalities.
Jyväskylä is the provincial centre of Central Finland.
Population
Jyväskylä: 132 000
Central Finland: 274 000
Jyväskylä Educational Consortium
6 000/2 000/10 000/ 1 200
Jyväskylä College
24/ 4 500/ 450

6. Why a VET organization is interested in implementing the ECVET
methodology?
In what areas can ECVET be implemented?
How you can start the implementation - What are the main steps that
the organization needs to take to implement it?
How does it work in practice – from Jyvaskylä's experience?
How did it help the organization?

7. ECVET as a possibility
- Work-based learning abroad
- Theoretical/college-based learning abroad
- Combination of work-based and college-based learning abroad
- More transparent national qualifications
- Supports lifelong learning  migrant workers, recognition and validation of
prior learning and/or non-formal and informal learning (within or outside of
the formal system)

8. Why transnational learning mobility in VET?
Tens skills for the future workforce:
Sense-making, social intelligence, novel and adaptive thinking, cross-cultural
competency, computational thinking, new media literacy, transdisciplinarity,
design mindset, cognitive load management and virtual collaboration.
Transversal skills – international and personal:
Foreign language proficiency and intercultural skills.
Flexibility, adaptability, stress management, decision making, self-reliance,
self confidence, negotiating skills, risk taking, ability for innovative thinking
and entrepreneurship (internal and external).
EUROPE 2020: Smart, sustainable and inclusive growth.

9. Skills for 2020 and beyond
Ability to immerse yourself in unfamiliar
environments to learn from them in a
first person way.
Rick Voirin, Duke University, 2011
Ability to calm tense situations where
differences dominate and
communication has broken down
– and bring people from divergent
cultures towards constructive
engagement.

10. Why ECVET?
The aim is to support mobility of European citizens and improve the
possibilities for recognition of learning outcomes achieved abroad
and fully integrate mobility into learners’ (individual) learning
pathways.
Key concepts: mutual trust, learning outcomes, avoidance of
duplication, cost effectiveness and quality

11. LEARNING OUTCOME 1
Link mobility to both the legal framework & national
and/or organisational strategy
Competent
body
National
contact
point
National
authority

12. Internationalisation on three levels
3-5%
International pathway
(25% of studies)
10%
Mobility (min. 6 weeks)
100%
Internationalisation at home (IaH)

13. Operating plan 2014
Piloting international
pathways
(business
adminstration, construction, hospi
tality)
220 students involved in mobility
(1300 credits)
Gradual implementation of ECVET
Increasing the number of incoming students by 15%
Solidifying and systemizing our partner network
(ECVET)

14. LEARNING OUTCOME 2 – ECVET as a common language
Learning outcomes
= Statements of what a learner knows, understands and is able to do
on completion of a learning process.

15. Input vs. learning outcomes
Result/ competence oriented curricula:
- Focused on results and learning outcomes
- Theory and practise combined
- Learning can take place anytime, anywhere
- Any part of the curriculum can be learned during mobility
Input oriented curricula:
- More focused on regulating e.g. time spent and resources used in the context
of formal education.
- Often theory and practise separated
- Learning takes place at scheduled times, in scheduled places and under constant
supervision
- Only certain LOs can be learned/assessed abroad

16. Learning outcomes
set the expectations about the capacities of a person having completed
a qualification
guide the teaching process
guide the assessment process
provide a common language enabling dialogue between education and
labour market stakeholders
training plans, framework syllabuses, curricula, examination
regulations or qualification profiles can form the basis for describing
learning outcomes in transnational mobility. However, these can also be
generated from work processes.
the nature of the learning process and the learning method itself are
not relevant for the description of learning outcomes.
http://www.oph.fi/english/curricula_and_qualifications/vocational_upper_secondary_educ
ation

17. How to formulate LOs?
Active, clearly understandable verbs: measurable or observable actions, e.g.
"explain", "represent", "apply", "analyse", "develop", etc. (Blooms
taxonomy)
Specification and contextualization of the active verb: a verb and the related
object as well as an additional (part of a) sentence describing the context
Avoiding vague, open formulations : clear (simple and unambiguous)
terminology
Orientation towards minimum demands for achieving learning outcomes
Qualifications /competence level is described comprehensibly: formulations
(verbs and adjectives) should reflect the level of qualification/competence
(EQF)

18. Unit of learning outcomes
A unit of learning outcomes (also called “unit” or “module”) is a component of
a qualification consisting of a coherent set of knowledge, skills and
competence that can be assessed and validated.
This presupposes that the units of learning outcomes are structured
comprehensively and logically and that they can be assessed.
Units of learning outcomes can be specific to a single qualification or common
to several qualifications and may also describe so-called additional
qualifications which are not part of a formal qualification or curriculum.

19. LEARNING OUTCOME 3 - ECVET as a (quality) process
Before During After
Memorandum of
Understanding
Learning Agreement
Transcript of Record
(Europass mobility
certificate)
Assessment
Validation and
Recognition
Europass mobility
certificate
Motivation
Selection
Preparation
Linguistic
Cultural
Practical
Pedagogical
Psychological
Monitoring
Mentoring
(formative evaluation)
Evaluation
Guidance
Recognition

20. Assessment
The hosting institution organises the assessment of learning outcomes as
specified in the LA or MoU .
The assessment can be done by teachers, trainers, employers, etc. depending
on the education and training and assessment arrangements and procedures
that are used in the host context.
It is important that the hosting and home institutions discuss, prior to the
mobility, the assessment methods used and the profile of assessors to make
sure that these meet the quality assurance requirements expected by the
home institution which will validate the credit. This does not mean that the
assessment methods and profile of assessors should be the same between
the home and the hosting institution.

21. The relevance of credit points
CREDIT POINTS
CREDIT
= assessed learning outcomes

22. ”Strong partnerships are built on trust.”
FMBE Bank (on a billboard outside of Lefkosia)
Mutual trust based on facts (and the process),
not of (blind) faith.

23. Rea Tuominen
Project Manager
Jyväskylä College
rea.tuominen@jao.fi