The TRECVET project aims to compare vocational qualifications across countries in the EU to help recognize qualifications and increase workforce mobility. It analyzes maritime qualifications from Germany, Spain, and the UK. TRECVET breaks qualifications down into fundamental elements, the smallest units of examinable content. These elements are identified, stored in a database, and can be used to objectively compare qualifications and identify common skills between programs. This work on fundamental elements seeks to help implement ECVET principles and support learning agreements and mobility across EU countries and vocational sectors.

1. The TRECVET
PROJECT
An innovative support tool for
ECVET
www.trecvet.eu
LINQ 2013
16 to 17 May 2013 in Rome

2. It should be noted that TRECVET is a
Development of Innovation Project in the
Leonardo da Vinci Lifelong Learning
Programme.
Consequently the methodology described
here is experimental in nature and may
change during the lifetime of this project as
additional facts become available.

3. The Specific Problem:
Within the SCV (Small Commercial Vessel) maritime sector of the
EU, qualifications of one member state are not recognised by the
authorities of other member states. This problem exists across the
whole of the EU.
The TRECVET project has analysed a representative sample of
qualifications from three countries. UK, Spain and Germany.
These are:
Germany (SportSeeSchifferschein-SSS),
Spain (Patrón Profesional de Embarcación de Recreo –PPER)
U.K. (Yachtmaster Offshore Commercial)

4. The wider need
for TRECVET:
All VET institutions within the EU are required
to recognise each others qualifications to
allow greater work mobility for European
citizens.
How can this vision be achieved?
How can qualifications be objectively
compared?

5. The Challenge for TRECVET
is to make an Objective comparison of a complex set of data
from three countries.

6. TRECVET's Solution
is to separate the data into unique and common data sets.

7. How can this be achieved?
The comparison of Vocational Education and
Training (VET) qualifications in the TRECVET
project is based on the premise that
Examinable Content can be broken down
into Fundamental Elements (FEs).

8. What is a TRECVET
FE (Fundamental Element)?
1. An FE is the smallest subdivision of an examinable content that in itself
constitutes a complete logical and coherent learning block.
2. FEs can contain knowledge only (Theory) or be a combination of
knowledge and skill (Practical).
3. An FE is autonomous and does not contain or depend on other FEs for
its existence.
4. The minimum pre-knowledge required to assimilate an FE is that of an
average 16 year old school leaver.

11. How do we find
Fundamental Elements?

12. Pre-selection of possible FEs and FE Clusters.
Where to start?
An example block of text taken from a typical RYA examination question
that demonstrates the process is included here:
2. At midnight (log 32.5M) the mate of a vessel off Hamilton fixes position:
S. Stephens’s Pt Lt 106º(M)
Outer Robens Lt 057º(M)
Depth 30m contour line
a) Plot a fix; give latitude and longitude.
b) Why, in this instance, should the contour be used with caution?
1. a) At 1630 the skipper of a vessel plots the
GPS position 45º 40’.15N 006º 23’.81W.
What is the magnetic course to steer to a waypoint at position 45º 38’.34N
006º 13’.69W?
b) What is the vessel’s predicted COG and SOG?
Boat speed 8.0kn. Set and drift 010º(T) 2.0kn.

13. From the preceding block of highlighted text
we are able to extract the following key words
and phrases that allude to being single FEs
or FE clusters.
Log, position, Bearing (Magnetic), Bearing
(Magnetic), Depth, Contour Line, Plot a fix,
latitude, longitude, contour, GPS Position,
Latitude, Longitude, Magnetic Course to Steer,
Waypoint, Latitude, Longitude, COG, SOG, Boat
Speed, Knots (speed), Set and Drift, and Knots
(speed).

14. Tabulation of extracted key words
and phrases.
Once the selected text has been read and
highlighted, the identified key words and
phrases must be tested to determine if they
are FEs, MHs or of no significance.
TRECVET has developed a methodology
and software for this purpose.

15. TRECVET
Proof Testing of
Fundamental
Elements FEs
and
Major Headings
MHs

16. TRECVET has
developed the
fexTool, a
database and
software application
to proof test and
store FEs and MHs
The fexTool is
currently available in
English, Spanish
and
German.

17. The
Data

18. A representative sample of three country FE data held on the
fexTool. A system of three Prefixed Key Words
is used to make the data more easily accessed on the
Graphical User Interface (GUI) currently being developed
by the project for the online presentation of the data.

19. The image to the right
shows an example of the
GUI (Graphical User
Interface) being
developed in TRECVET.
This one requests
qualification differences
between two countries.
The system can also show
commonalities between
two or more countries OR
a single countries
complete FE list.

20. Where do we
go from here?

21. The future of TRECVET
The methodologies and software tools developed in
TRECVET will have a major impact in the following
ECVET areas.
1. Trans National and cross VET sector skill
comparison and exploitation.
2. ECVET Learning Agreement and Mobility
planning.

22. Trans National and cross VET sector skill
comparison and exploitation.
The TRECVET database will be expanded to include
not only maritime but a whole range of other VET
qualification. It will provide a simple, objective and
transparent method of comparing both similar and
dissimilar qualifications for transferable skills.
This will not only enhance the mobility of workers
between countries but will also support trans-sectoral
migration between different VET sectors and at the
same time minimise retraining requirements.

23. ECVET Learning Agreement and Mobility
planning.
Within ECVET identifying Learning Outcomes for mobility
planning is a difficult and demanding task. With no generally
agreed quality standard for the assessment of Learning
Outcomes, it is hard to establish trust between competent
institutions.
Using TRECVET's methodologies, database and software tools,
VET qualifications can be broken down into FEs.
Qualifications can be objectively compared and rebuilt into
Learning Outcomes providing a transparent basis for Learning
Agreements, mobility planning, assessment validation and
recognition; greatly enhancing the implementation of ECVET
principles.

24. In Conclusion
In the current financial and technological
situation employers and employees alike
are having to make major re-assessments.
It would appear that the single skilled will
be at a great disadvantage in the post crisis
workplace.
In todays world the old adage 'Jack of all
trades, master of none' takes on a much
more positive connotation.

25. On Behalf of
Sea Teach
and
TRECVET Project
Thank you very much for your attention.
www.trecvet.eu
bernie@sea-teach.com