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10 mai 2014

The contribution of ECVET to individuals, businesses, VET providers and VET systems in general

Cedefop - European Centre for the Development of Vocational TrainingKeeping you informed about European Credit System for Vocational Education & Training. The latest issue of the ECVET magazine is available for download: ECVET Magazine - Issue 19 (May 2014).
The contribution of ECVET to individuals, businesses, VET providers and VET systems in general
An article by Daniela Ulicná and Anette Curth, ICF GHK.
After several years of testing and development in pilot projects, it is now time to have a look at the benefits of ECVET from a broader perspective. How can ECVET support learners, businesses, VET providers and VET systems in general? This article lines out some of the benefits of ECVET and gives some concrete example gathered from the context of the pilot projects. Although the examples are not always based on real cases2, the projects have proven through testing that they are realistic - within the existing conditions of current VET systems. However, in practice, this depends on whether or not ECVET is implemented beyond the context of a particular project. In short: although the examples are realistic and the solutions are possible, in most cases this is not yet mainstream practice.
Recognition of non-formal and informal learning to help acquire a formal qualification
Maria works as a care assistant for families, nursing elderly relatives. She has several years of experience, but does not have a formal qualification in this area. Maria wishes to change her work environment; instead of working for families in private homes, she would now prefer to work with elderly people in a nursing home. She realises that potential employers require a formal qualification. Therefore, she undergoes a procedure for the recognition of non-formal and informal learning and – thanks to her practical experience - achieves credit for several units that form this qualification. However, since she never attended formal training, Maria does not perform as well on the units related to theoretical knowledge. Due a recognition model based on ECVET principles, she can accumulate the units already acquired with additional formal training, thus significantly shortening her training programme; and eventually achieve the full qualification.
Certification by units to support early school leavers’ return to formal education
Mathieu, a Belgian student, has left school early to work in a garage. After a while, he realises he is not very well paid and his chances to move up in his job are small. This situation would improve with a formal qualification. During his formal training in a vocational school, Mathieu has already acquired four out of the six units of learning outcomes that are necessary to acquire a formal qualification. After a VET-reform that took place in the French speaking community of Belgium, training for car mechanics was organised around those units, and Mathieu was given a validated ‘passport’ recording the units he acquired. Upon his re-entry to formal education, these four units were recognised. He returns to school to acquire the missing two units. No training content is required to be repeated. After he successfully passed the assessment of the final two units, Matthieu is granted a full formal qualification as a car mechanic.
Compensating the shortage of skilled workers by finding someone with an exact skills match
A small family owned-enterprise seeks to hire an experienced plumber. They have put out a job advert, but no suitable candidates have applied. They then get in touch with the Public Employment Services (PES), without success – as qualified plumbers are scarce. However, in a personal consultation the PES asks about the exact job profile of the candidate and it turns out the company is looking for someone to take over small, but time-consuming repair jobs with private customers, so that the specialists can concentrate on bigger jobs, which require more planning skills. Read more in ECVET Magazine - Issue 19 (May 2014).

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