Keeping 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).
Results from the ECVET pilot projects and recommendations for further ECVET practice across Europe
An Article by Karin Luomi-Messerer and Monika Auzinger, 3s. In addition to their individual aims and objectives in the national context, the eight pilot projects funded under the call from 2010 were also expected to feed into the general development of ECVET as a tool and an instrument at the EU level. Therefore, their results and experiences should feed into more generic recommendations on how to use ECVET in the context of mobility and lifelong learning. Yet, the systemic conditions which influence ECVET implementation at the national level are very diverse, and the solutions found by the projects are not applicable to every national context, system or sub-system. Still, a set of general recommendations can be distilled –specific recommendations on how to work with each of the ECVET technical specifications, but also recommendations on how to set up projects and further exercises to use ECVET in practice. This article highlights a number of them.
Recommendations related to general questions about how to use ECVET in practice
Beside the questions of how to approach the ECVET technical specifications, some more general questions also need to be clarified before designing and putting in practice further project exercises on how to use ECVET. From the projects’ experiences, the following recommendations can be distilled.
Clearly identify for which problems ECVET can provide a solution and develop evidence
It can be observed that the projects endeavoured to respond to a variety of needs. In order to successfully implement ECVET and to have broad stakeholder commitment and support, it is necessary to clearly present the added value of ECVET. ECVET implementation should neither be an end in itself nor complicate peoples’ lives, but provide added value to them. Thus, it is recommended to clearly identify the problem(s) for which ECVET could provide a solution and to develop relevant evidence (e.g. based on feasibility studies or pilot projects).
Develop a common understanding and cooperation
In order to agree on the added value of ECVET in a specific context it is a prerequisite that a common understanding of ECVET-related issues among competent authorities and other relevant stakeholders is created. This includes capacity building activities as well as the dissemination of good practices and the development or adoption of shared procedures and tools.
Establish commitment for using ECVET at policy level
Commitment from (national) policy level is of particular importance for convincing VET providers to get involved. Otherwise they might be reluctant to invest their resources (time, money) in the implementation of ECVET.
Provide guidelines and support
One of the main challenges of ECVET implementation is the amount of work that often needs to be invested at the beginning. This is in particular true for countries/contexts that are rather far away from being ‘ECVET-ready’. For example, in cases where learning outcomes are not used in the specific system or sub-system, resources are needed to develop such transparent descriptions. Guidelines and examples can help support these processes.
Create synergies and coherence with other tools and principles
On a systemic level, ECVET principles can play a key role in implementing other reforms and tools, such as qualifications frameworks and validation of non-formal and informal learning. When permeability between VET and HE is aimed for, the link between ECVET and ECTS also needs to be addressed. In order to ensure coherence in the development and implementation of different tools and principles, a coordinated approach is necessary. This can also help to bundle resources and create synergies. Read more in ECVET Magazine - Issue 19 (May 2014).
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