Formation Continue du Supérieur

Please select an entry from the list to access related Toolkit materials.

• Preparing ECVET
  • Added-value of ECVET
  • Pre-Conditions for ECVET
  • Who Does What
  • ECVET Mobility Model: Before-During-After
• Building partnerships
  • National Partners
  • International Partners
    • Using ECVET with New and Existing Partners
    • From Bilateral Cooperation to Networks or Consortia
  • Building Trust
• Before mobility
  • Prepare Memorandum of Understanding (MoU)
  • Identify Units of Learning Outcomes
  • Discuss Assessment
  • Agree How to Document Learners‘ Achievements
  • Clarify Validation and Recognition
  • Sign Learning Agreement
• During mobility
  • Provide Learning Activities
  • Carry Out Assessment
  • Document Assessment Results - Personal Transcript
• After mobility
  • Validate and Recognise Learning Outcomes
  • Evaluate Process and Results / Added-value
• Quality assurance. More...

In this section, you can directly access those Tools, Examples, and sources of Further Reading that have already been referenced in different sections of the ECVET Toolkit.
In addition, a Glossary of core ECVET-related terms is provided alongside a bank of additional Learning Outcomes Descriptions, the latter building on the experiences of numerous past-funded development projects operating in the field of vocational education and training.
-        Pro-Mobility
-        Euroapprenticeship
-        Ap n’ Go (only in French)
-        Q-Placements
-        IOA Training. More...

Quality and ECVET
ECVET supports quality in mobility. However, to ensure continuous improvement, the use of ECVET for geographical mobility must also be underpinned by quality assurance (QA) procedures. EQAVET (European quality assurance in VET) provides support for structuring these procedures.
EQAVET quality circle
The four-step procedure of the EQAVET quality circle (planning – implementation – evaluation – review) can be applied to specific mobility experience and to ECVET partnerships. More...

Reviewing the process and results of each individual mobility
After completion of the formal elements of the mobility process, partners can benefit from reflecting on the entire process in order to identify any necessary adaptations. For example, it should be considered whether the learning outcomes agreed for the mobility phase were appropriate or whether the documentation of the assessment abroad provides sufficient evidence for recognition. Evaluation is of particular importance in those cases were recognition was not possible as planned but also in other cases collection of feedback is recommended to identify areas for improvement. More...

Validation and recognition take place when the learner returns to the home organisation and have to be carried out according to the agreements laid down in the Learning Agreement.
For validating learning outcomes achieved abroad the person in charge in the home organisation takes note of the documentation of the learning outcomes assessed at the host organisation and compares this with what has been agreed in the Learning Agreement. More...

Following completion of the mobility period, the competent institution in the home country verifies whether all formal requirements, as well as the stipulations stated in the LA, have been met.
Thus, learners’ credit is vali­dated and eventually recognised. More...

During the mobility phase (or at the end of it), the learning outcomes achieved abroad are identified by the assessor in the host country. Assessment methods and procedures are used according to the agreements laid down in the LA and the assessed learning outcomes are documented as agreed before the start of the mobility period (for example, by using the ‘Europass Mobility’). More...

Once the learning process is complete, the learner must demonstrate achievement of the required learning outcomes in an assessment process. More...

In line with specifications in the MoU and the LA, mobile learners acquire related knowledge, skills and competence during their stay abroad. Regardless of whether they are in a VET school or in a company, the learning activities that learners participate in must enable them to acquire the expected learning outcomes. More...

Learners participate in learning activities in the host institution relevant to the unit(s) they are preparing and demonstrate the achievement of the required learn­ing outcomes in an assessment process. The results of the assessment are documented in order to provide evidence of the learners' achievements. More...