ECVET Magazine n. 12

The last issue of the magazine in 2012 is a joint issue prepared together by the ECVET core and support teams. It contains:
    An editorial by Erik Hess, Policy Officer ECVET at European Commission DG EAC, reviewing the year 2012 and stating the priorities for 2013;
    An article on the second joint ECVET-EQAVET-EQF seminar held in October in Paris on using units within professional qualifications;
    An article on the customized seminar for the UEAPME (European Association of Craft, Small and Medium-sized enterprise) held in September in Brussels;
    An article on the customized seminar for the nuclear energy sector held in September in Brussels;
    An article on the pilot projects’ approaches to the definition of units of learning outcomes and their assessment;
    An article on the ECVET expert teams from Greece, Malta, Italy and Slovenia; 4 articles each describing a pilot project: VET-CCS (Vocational Education and Training Credit Conversion System in Malta), CO.L.O.R (competency valorisation and learning outcome recognition for migrants and mobile workers within Italy), ESyCQ (ECVET-solution to the recognition of prior learning in Germany) MEN-ECVET (analysing alternatives for recognised mobility in France);
    An article on the NetECVET network, which promotes ECVET to practitioners;
    An article on the “PEP goes local” project, follow up of the PEP project (Partnership for Experimenting with ECVET in a Practical Context). Download ECVET Magazine n. 12.
MEN-ECVET – Analysing alternatives for recognised mobility in France
MEN-ECVET is a pilot project led by the French Ministry of National Education which analyses how ECVET can be introduced into the existing framework for the design and award of qualifications under the responsibility of this ministry. The project works with five qualifications, all of the same type and level (vocational leaving certificates Baccalauréat Professionnel EQF level 4), but covering different sectors (manufacturing and services).
The project will result in recommendations on how to proceed with further implementation of ECVET in France for the qualifications under the responsibility of the Ministry of National Education.
In the first stage, the project analysed the compatibility between ECVET technical specifications and the national regulatory framework, in particular the rules and practices for designing and describing qualifications. The results of this first stage of analysis were presented in an earlier version of the ECVET Magazine (number 7, 2012). In the second stage, the project partners analysed the practical feasibility of recognised mobility as part of the existing system. In the context of this project recognised mobility is about:
• Transnational mobility of learners in initial VET;
• Recognition takes the form of award of a full unit or part of a unit which will be part of the full qualification. The unit (or part of the unit) is assessed abroad and validated and recognised upon return. This second stage of the project is discussed in this article.
Identifying the possibilities
The work of the project identified two possible options for introducing recognised mobility to France. The feasibility of these options is being analysed. The options are:
• Option 1 - Achieving part of an existing unit abroad;
• Option 2 - Designing and recognising an optional unit which would certify the acquisition of competences specific to mobility.
In initial VET, it is already possible for VET providers to break down the final assessment into several continuous assessments. This rule is the basis for the first option. It means that each unit in a given qualification can be achieved either via a final assessment (upon completion of the full programme – hence not compatible with mobility) or via continuous assessment. Continuous assessment means that the learner undergoes several assessments (the number and nature of these is defined in the qualification standard) during his/her pathway. When all the assessments are validated the unit is achieved and there is no final assessment. While final assessment has to be undertaken in strictly defined conditions, in particular when it comes to the composition of the jury, continuous assessment is more flexible and can be carried out by an external assessor (namely the in-company trainer). This is notably used when the continuous assessment concerns competences achieved as part of workbased learning. Theoretically, it would hence be possible to delegate one of the continuous assessments to a foreign partner institution, even though this would require adjustments in the current regulations.
The second option would introduce a new element to VET qualifications of the Ministry of National Education. The possibility of ‘optional units’ already exists. It is relatively wide-spread in the general education leaving certificate (Baccalauréat Général) where students take an optional subject (and related assessment) in addition to those subjects that are required for this qualification. Though also possible in VET, in practice the use of optional units in this sector of education is rare. Via the introduction of an optional unit, the MEN-ECVET project aims to recognise explicitly the competence achieved through international mobility. It would be a transversal unit (not specific to any given qualification) on international competence which would certify that the person has achieved the capacity to orientate himself/herself in a foreign professional environment.
Method followed
To identify and further fine-tune these two options the project followed this method:
• The project core team interviewed practitioners who took part in earlier ECVET experimentations in France and who were also working within the framework of the Ministry of National Education;
• These people were interviewed about their methods of testing ECVET, the solutions as well as difficulties. Based on these interviews the two above described options were fine-tuned;
• Two working groups were successively set up, one for each of the above options. Each of the groups had a different sectoral focus. They worked on the basis of the five qualifications chosen for the MEN-ECVET project, each covering different sectors: manufacturing and services.
Results of the analysis
Both groups were able to develop hypothetical examples of processes where mobility would be recognised. Regarding the first option, the group reviewed the qualifications standards and identified which of the units contain knowledge, skills and competence that could be achieved abroad. The reflection took into account the feasibility for students to develop the required skills and competence abroad, in a foreign environment, and also in a limited period of time. The group also took into consideration the added value mobility would have for the development of those competences. As a result, for each qualification chosen for the project, a set of competences which is part of one larger unit from the French qualification standard concerned was recommended for mobility. The group also discussed how the competences would be assessed and validated. The group concluded that this approach to recognised mobility would be feasible. The main challenge for further development of this option is that the host organisation needs to provide learning that corresponds to the competences defined in the French national qualification standard for the given part of a unit. The second group analysed, based on existing research and experience, the possibility to define and describe transversal competence linked to international experience. The group also analysed how such a unit could be assessed. The group concluded that the development of this option needed further analysis and fine-tuning: The main challenge being the need to identify a clear and unambiguous set of competences corresponding to the international experience, which can be assessed rigorously and in an objective manner.
Next steps
In the next steps, the project is going to:
• Refine the analysis of the second option to assess whether it is truly feasible to define and assess (in an objective manner) the set of competences expected; and
• Analyse the possibilities for using ECVET points in the context of qualifications of the Ministry of National Education.
The project is expected to conclude in the summer of 2013. The final report will include, among other aspects, recommendations regarding the two options discussed above. It will contain suggestions for regulatory amendments that will be submitted for decision at the ministry level.
More info: Martine PATY, Ministère de l'éducation nationale. E-mail: martine.paty@education.gouv.fr. Website: http://www.ciep.fr/expert_educ/professionnel/Leo_men-ecvet.php.
See also: ECVET Magazine n. 11, ECVET Magazine n. 10, ECVET Magazine n. 9, ECVET Magazine n. 8, ECVET Magazine n. 7, ECVET Magazine n. 6, ECVET Magazine n. 5, Issue 4, April 2011, Issue 3, January 2011, Issue 2, November 2010, Issue 1, June 2010, Issue 4, April 2010, Issue 3, November 2009, Issue 2, July 2009, Issue 1, April 2009.