The e uropean Credit system The European Credit system for Vocational E ducation and Training (ECVET). CONTEXT. ECVET is entended to : Facilitate the transfer, recognition and accumulation of assessed learning outcomes who are aiming to achieve a qualification
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This will improve the general understanding of citizens’ learning outcomes and their transparency, transnational mobility within members states in a borderless Long Life Learning Area
And itwillalsoimprove the mobility and portability of qualifications at the national levelbetweenvarioussectors of the economywithin the labour market
ECVET enable a transfer of credits :
- between countries
- across institutions within a country
- across qualifications systems
- Transnational mobility (for all)
- Long Life Learning (for all)
It contribute to the wider objectives of promotingLLL and increasing the employabilityopeness to mobility and social inclusion of workers and learners
And contribute to the development of flexible and individualisedpathway
Process through which learners can acquire qualifications progressively by successive assessments of learning outcomes.
Set of learning outcomes of an individual which have been assessed and which can be accumulated towards a qualification or transferred to other learning programmes or qualifications
Process through which learning outcomes achieved in one context can be taken into account in another context. Credit transfer is based on the processes of assessment, validation and recognition
Numerical representation of the overall weight of learning outcomes in a qualification and of the relative weight of units in relation to the qualification
Learning outcomes :
Statements of what a learner knows, understands and is able to do on completion of a learning process defined in terms of knowledge, skills and competence
Unit of learning outcomes (unit)*
Component of a qualification, consisting of a coherent set of knowledge, skills and competence, which can be assessed and validated
because each unit is documented and the learning outcomes it contains are assessed, and validated. Hence learners can:
• Progressively (unit-by-unit or set of units by set of units) accumulate learning outcomes in view of achieving a qualification;
• Obtain recognition for their learning outcomes achieved in other contexts without new assessment
Units should be constructed and organised in a coherent way with regard to the overall qualification.
There are different criteria according to which learning outcomes can be grouped into units
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”);
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).
In our RET projectwewill use theoccupational activities, tasks and processes as the reference for designing unitsespecially because the learning outcomes will be related to a specific occupation in the sphere of renewal energy.
- While qualifications’ descriptions differ very much from system to system and from country to country, the tasks, activities or processes undertaken on the workplace are often very similar.
- Identification of transferable parts of qualifications is relatively easy when the partner institutions discuss what activities/tasks/processes the qualification prepares for;
- This also facilitates the communication of the content of the qualification to stakeholders outside the area of education and training: for example employers.
- Use of activities, tasks and processes is also compatible with the assessment of learning outcomes in the work place or in work-related situations.
Units should be described in legible and understandable terms by referring to the knowledge, skills and competence contained in them.
- the generic title of the unit the title should be meaningful from the point of view of the labour market
- the generic title of the qualification 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,
If the description is used to communicate about the content of the qualification to learners or employers, less detail will be needed than if the same description is also used to guide the assessment process.
- 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.
Using the convention concerning ECVET points, the number of ECVET points for the qualification is defined (one year = 60 ECVET points).
The proposal for the European QualificationsFrameworkwas launched by the European Commission
This recommendationoutlinesan overarching framework to be set up in Europe to facilitate comparison of qualifications and qualifications levels in order to promote geographical
and labour market mobility as well as lifelong
learning. The core of the framework consists of 8
qualifications levels described through learning
outcomes (knowledge, skills and competence).
The core of the framework consists of 8 qualifications levels described through learning outcomes (knowledge, skills and competence).
The EQF is a ladder in the sense that from level 1 to
level 8 the associated learning outcomes becomes more complex and makes greater demands on the learner or worker.
Increases in level 1 to 8 relate to different factors suchas:
• the complexity and depth of knowledge and understanding;
• the degree of necessary support or instruction;
• the degree of integration, independence and creativityrequired;
• the range and complexity of application/practice;
• the degree of transparency and dynamics of situations.
- Explaining the European Qualifications Framework for life long learning - http://ec.europa.eu/dgs/education_culture