Ecvet as a vehicle for better mobility? Moving from recommendation to practice: experiences and results gained from the pilot projects SME Master Plus, AEROVET, CREDCHEM unf VaLOGReg (2009-2012)

Eberhardt, Christiane (Ed.) Research Report Ecvet as a vehicle for better mobility? Moving from recommendation to practice: experiences and results gained from the pilot projects SME Master Plus, AEROVET, CREDCHEM unf VaLOGReg (2009-2012) Wissenschaftliche Diskussionspapiere, No. 134 Provided in Cooperation with: Federal Institute for Vocational Education and Training (BIBB), Bonn Suggested Citation: Eberhardt, Christiane (Ed.) (2012) : Ecvet as a vehicle for better mobility? Moving from recommendation to practice: experiences and results gained from the pilot projects SME Master Plus, AEROVET, CREDCHEM unf VaLOGReg (2009-2012), Wissenschaftliche Diskussionspapiere, No. 134, ISBN 978-3-88555-926-9, Bundesinstitut für Berufsbildung (BIBB), Bonn, https://nbn-resolving.de/urn:nbn:de:0035-0493-7 This Version is available at: https://hdl.handle.net/10419/236098 Standard-Nutzungsbedingungen: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. 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Online imprint The content of this work is subject to a Creative Commons Licence (licence type: Attribution – Non-Commercial – No Derivatives – 3.0 Germany). For further information, please visit our Creative Commons information site online at: http: //www.bibb.de/cc-lizenz This online publication has been registerd and arcived with the German National Library. URN: urn:nbn:de:0035-0493-7 Internet: www.bibb.de/veroeffentlichungen/en/ The ACADEMIC RESEARCH DISCUSSION PAPERS issued by the Federal Institute for Vocational Education and Training (BIBB) are published via the President. They appear in the form of signed contributions from their authors. The opinions expressed are those of the authors and do not necessarily reflect the views of the editor. They are subject to copyright. The purpose of publication is to engage in debate with the specialist academic research community. Imprint Copyright 2012 by Federal Institute for Vocational Education and Training, Bonn Published by: Federal Institute for Vocational Education and Training, Bonn Envelope design: Hoch Drei Berlin Printed by: Federal Institute for Vocational Education and Training, Bonn Order number: 14.134 Printed in Germany Federal Institute for Vocational Education and Training Section 1.4 – Communication Robert-Schuman-Platz 3 53175 Bonn E-Mail: [email protected] Internet: www.bibb.de ISBN 978-3-88555-926-9 1 ECVET as a vehicle for better mobility? Moving from Recommendation to practice CONTENTS Preface Friedrich Hubert Esser 2 ECVET: Piloting between the poles of European requirements and German application practice Birgit Thomann/Christiane Eberhardt 3 Opportunities for and limitations of applying ECVET within the context of master craftsman qualifications in the craft trades sector: Results of the ECVET pilot project SME Master Plus Volker Born/Christian Sperle 7 AEROVET: „Inner flexibility of training occupations instead of fragmented modularisation” Andreas Saniter 21 Is ECVET fostering the establishment of a European mobility network? The example of CREDCHEM Christiane Eberhardt/Beatrice Schlegel 30 VaLOGReg – Value Learning Outcomes in the Grande Region. Hans Jürgen Berg 41 ECVET as an instrument for quality assurance Karin Küßner 46 A view to the neighbour: ECVET in Austria: Concepts, – experiences, perspectives Karin Luomi-Messerer 52 Authors 57 Attachments 58 Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Credit System for Vocational Education and Training (ECVET) http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:155:0011:0018:EN:PDF BMBF Concept Paper on testing ECVET in the context of transnational mobility in Germany (11.03.2011) Geographical Mobility in Vocational Education and Training: Guidelines for describing units of learning outcomes (www.ecvet-info.de) 2 ECVET as a vehicle for better mobility? Moving from Recommendation to practice Preface The demand for greater transparency of vocational qualifications and competences has been on the European agenda for many years. The EU Member States have set themselves ambitious goals in the form of the Copenhagen Declaration of 2002 and subsequent related agreements and The Education and Training 2020 Work Programme, which have once again given rise to the question of how international connectivity of educational systems in Europe can be ensured. This is also an issue which is occupying us in Germany due to the fact that demographic change, globalisation and European integration are all exerting direct effects on the securing of skilled workers. Vocational education and training needs to become more international if it is to counter the new economic and social challenges it faces. A high degree of expectation has been invested in the introduction of the European Credit System for Vocational Education and Training (ECVET) within this context. The aim here is to create the conditions which will enable mobility of learners to be improved, both between and within the national educational systems. The Federal Institute for Vocational Education accords both thematic areas addressed here – Europeanisation and permeability – a high degree of priority for the further development of VET. This is reflected in the diverse range of advisory, development and research activities in which the institute has participated within the ECVET piloting process. The National Agency Education for Europe at the Federal Institute for Vocational Education and Training (NA at BIBB) has been funding and evaluating BIBB projects on ECVET since 2007. The establishment of the ECVET National Coordinating Agency in November 2010 has created a central point of contact via which a specialist target audience can receive information about the ECVET concept and which can also provide potential users with support in the application of ECVET. Alongside these programme implementation and project support tasks, BIBB has also been involved in a lead management or partner capacity in a number of ECVET pilot projects selected by the European Commission via various calls for proposals. The main focus of work is on the question of whether and how concepts associated with ECVET function within the respective contexts in order to provide a contribution towards monitoring the European “Recommendation on the Establishment of a European Credit System for Vocational Education and Training”. The present publication portrays the approaches and results of ECVET projects which have received European funding and invites discussion on the issue of whether – and if so how – ECVET can be applied within the dual system. Although the papers included here indicate that the intended ECVET accumulation mechanism based on credit points will have no part to play in this regard, the shift to outcome and competence orientation completed in the European partnerships is echoed by current educational policy developments in Germany. A further stage of investigation would need to take place in order to examine how and in terms of which aspects transfer potential exists between the existing approaches developed at a European level and the concepts related to the Recognition Act, training modules and the validation of informal and non-formal learning currently forming an object of debate in this country. Prof. Dr. Friedrich Hubert Esser President of the Federal Institute for Vocational Education and Training (BIBB) 3 ECVET as a vehicle for better mobility? Moving from Recommendation to practice ECVET Piloting between the poles of European requirements and German application practice Birgit Thomann/Christiane Eberhardt “The internship was a very valuable experience for me both professionally and personally. (…) It was also very important for me to realise that, despite some initial difficulties, I can speak the language well enough to be able to communicate both in my private life and at work. This took away my inhibitions. I can easily imagine that I will spend a longer period of time abroad in the future.”1 “I (…) had a really adrenaline-charged time (…) and, despite the insecurity and anxiety I felt at the start, I came out at the end feeling sure of myself (…)! Although I did not learn any new craft trade skills, for someone like me who was confused about my future career and unwilling to make decisions, the one thing I have learned is that I now know what I want and what I don’t want!”2 “To be quite frank from the outset, the experiences which have remained with me from my internship abroad are not all wine and roses. There were some extremely difficult situations I needed to overcome. Nevertheless, these have, in retrospect, enormously enriched my life experience (…)”.3 “I had a wonderful time (…), during which I learned a lot about the people there. I would recommend anyone to undertake the same experience. It leaves its mark on you for life.”4 Anyone seeking online field reports from young people who have spent part of their training abroad will find a uniform picture. “Although such an internship abroad lasts for only a few weeks, it stays with you for a lifetime!”5 Phases of training spent abroad seem to provide both personal and professional motivation. This picture is also confirmed from the point of view of companies offering their trainees mobility phases, as is shown by the study “Hidden mobility in vocational education and training”, which was published in 2011. 94 of the companies surveyed observed that time spent abroad strengthens the autonomy of trainees, and 74 percent reported a “boost in motivation” leading to greater commitment to training by young people following their return (KÖRBEL/FRIEDRICH 2011, p. 74). “Mobile trainees” are, however, still the exception. In Germany, which in terms of the provision of practical opportunities for the implementation of mobility measures is in the leading group of countries in Europe together with Denmark, Sweden and the Netherlands (WORDELMANN 2009, p. 4), approximately three percent of trainees are currently able to enjoy such an experience. One of the declared aims of European educational policy is to increase the mobility of VET learners. The target is for 6 percent of those aged between 18 and 34 to spend at least 10 days abroad as part of their training by 2020 (EUROPEAN COUNCIL 2011, p. 11). As a country with nine neighbouring states and little in the way of natural resources, Germany is particularly dependent on European cooperation agreements. This means that the promotion of mobility is high on the German agenda (THIELE 2008, p. 3). The assumption here is that international competences provide a foundation which enables people to improve their occupational options on both sides of national borders and that companies require employees who are mobile, flexible and internationally experienced in order to expand business activities on the international markets via the deployment of teams which are increasingly international in terms of their composition.6 1 http://www.chemie-biologie-ausbildung.de/Ebeling/Teilnehmerbericht_Robert_Bittner.pdf. 2 http://www.goforeurope.de/index.php?id=633&tx_adobbq_pi1[showUid]=2574. 3 Erfahrungsbericht Rom von Angela Buhl http://www.leonardo.ar.tum.de/erfahrungsberichte.html. 4 http://www.goforeurope.de/index.php?id=633&tx_adobbq_pi1[showUid]=2236. 5 http://www.goforeurope.de/index.php?id=633&tx_adobbq_pi1[showUid]=2238. 6 See here also the initiative undertaken by the German Confederation of Skilled Crafts (ZDH), the Association of German Chambers of Industry and Commerce (DIHK) and the Federal Ministry of Labour and Social Affairs (BMAS) in which more than 30 so-called “mobility advisors” in the chambers of industry and commerce and 4 ECVET as a vehicle for better mobility? Moving from Recommendation to practice The promotion of mobility in this way constitutes human resources and organisational development. In Germany, the updating of the Vocational Training Act (BBiG) in 2005 created the legal conditions under which parts of training may be completed abroad (§2, BBIG). The prerequisites are that the mobility phase serves the objective of the training and that its total duration does not exceed one quarter of the period of training stipulated in the training regulations, i.e. up to 9 months. The study undertaken by KÖRBEL and FRIEDRICH and already mentioned above shows that companies with 500 or more employees are much more likely than SMEs to take part in mobility programmes (KÖRBEL/FRIEDRICH 2011, p. 60). Of the total of 189 companies surveyed, ten percent declare that training placements abroad are a fixed component of training (KÖRBEL/FRIEDRICH 2011, p. 74). The extent to which they exploit the opportunities offered by the Vocational Training Act (BBiG)7 in this regard is unknown. Although both a legal basis (BBiG) and (mainly European) funding programmes are in place, the preparation and implementation of mobility phases abroad are associated with a series of pedagogical, structural and also financial hurdles (EBERHARDT/SCHWARZ 2011, p. 7). • Companies hesitate to send trainees abroad during training if it is not clear whether contents imparted abroad cover relevant parts of training. • Partners and learning venues need to be found which are able to secure implementation at a local level in organisational and pedagogical terms. • It is often the case that additional finance needs to be found to cover language preparation and back-up services for the periods spent abroad. • The young people themselves need to be interested in and prepared for a placement abroad. For these reasons, the realisation of periods of training abroad is not solely dependent on statutory stipulations. It is also important that cross-border learning venue cooperation agreements are in place to facilitate the execution of mobility measures and provide quality assurance. The last few years have seen the instigation of a whole host of European instruments for the fostering of transnational mobility. One of these is ECVET, the European Credit Transfer System for Vocational Education and Training. The aim is for ECVET to provide learners completing part of their training outside their home country with an opportunity to transfer proven learning outcomes abroad to training in their own country and obtain a credit for such achievements. The plan is that such a mechanism will lead to an increase in the number of learners taking advantage of the chance to complete parts of their training abroad. Annex II of the “Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Credit System for Vocational Education and Training” (EUROPEAN COMMISSION 2009) specifically views ECVET, as a “technical framework” for the “transfer, recognition and, where appropriate, accumulation of individuals’ learning outcomes with a view to achieving a qualification” based on units of learning outcomes capable of credit transfer (i.e. units which can be examined, evaluated, certified and assigned credit points) and a credit transfer and accumulation procedure. This specification outlines the area of conflict which arises from an attempt to apply ECVET within the scope of German regulations and legal stipulations. The present publication investigates the question of the extent to which the European ECVET approach is capable of implementation from a German perspective and which of its aspects are suitable for the facilitation of cross-border mobility. The frame of reference is provided by four pilot projects selected by the European Commission in 2008 in the first wave of “Testing and Development of the European Credit System for Vocational Education and Training (ECVET)”(EACEA/14/2008) and chambers of crafts and trades are supporting both companies and trainees in the planning, execution and evaluation of cross-border stays. For more information, visit www.mobilitätscoach.de. 7 § 76 “Monitoring, guidance” states that the implementation of stays abroad pursuant to § 2 Paragraph 3 should be monitored and supported in an appropriate way by the competent body. If the duration of a period of training spent abroad exceeds four weeks, a plan agreed with the competent body is required. The average duration of a mobility measure is 3 weeks (KÖRBEL/FRIEDCHRICH 2011, p. 73). 5 ECVET as a vehicle for better mobility? Moving from Recommendation to practice delivered under German lead management or with German involvement.8 The testing grounds chosen by the pilot projects clearly demonstrate the need for mobility, transparency and European partnership. • SME Master plus links elements of ECVET with the tradition of journeymen and uses these to “internationalise” master craftsman training (cf. BORN/SPERLE in the present volume, pp. 719). • In CREDCHEM, the piloting of ECVET serves as the impetus for the establishment of a permanent mobility network for the chemical sector (cf. EBERHARDT/SCHLEGEL in the present volume, pp. 29-40). • The AEROVET Project focuses on training within a sector which is already aligned and regulated along European lines, the European aviation industry (cf. SANITER in the present volume, pp. 20-28). • VaLOGReg examines opportunities and routes for how ECVET can be used to improve mobility in border areas (cf. BERG in the present volume, pp. 41-45). The papers illustrate that the piloting of ECVET was linked in with a specific application context for transnational mobility in each respective case (initial training, continuing training, cooperative training, border regions) rather than merely being considered as an end in itself. All four papers address the practical benefits which ECVET can bring against the background of the German system (concept of the regulated occupation, integrated final examination). For this reason, it comes as no surprise that none of the papers makes positive mention of the intended use of ECVET on the European side for the accumulation of learning outcomes and the attendant principle of recognising learning outcomes achieved abroad as an independent qualification with a view to the acquisition of an overall qualification. The same applies to the awarding of “credits”, the practical effect of which the pilot projects view as secondary, or even as a risk “to the readiness of specialised companies to provide training within dual systems” (SANITER in the present volume, p. 28). If we turn our consideration to the Vocational Training Act mentioned above, the emphasis from a German point of view is far more on structuring phases spent abroad within the scope of training in a “more tailored” way and thus providing better integration of such phases into the training process instead of accumulating them on the basis of credit points (see the papers by EBERHARDT/SCHLEGEL and BERG in the present volume). A glance at the situation in Austria shows that this perspective is also shared by our neighbours (see the paper by LUOMI-MESSERER). The experiences and evaluations emerging from the pilot projects make it clear that the “added value” delivered by ECVET for purposes of mobility lies in the elements of the system which are aligned towards transparency, learning outcomes orientation and partnership (cf. BORN/SPERLE, EBERHARDT/SCHLEGEL). ECVET oriented elements of mobility take on a predominantly pedagogical dimension in this regard. Units of learning outcomes are viewed as a “structuring element” and are clearly delineated from “qualification units as an examined element of a qualification” (cf. SANITER in his paper, p. 28). The projects unanimously reinforce the view that the establishment of transparency via learning outcomes creates trust between partners and confidence in the effectiveness of other systems. In addition to this, the example of VaLOGReg shows that this fundamentally provides a basis via which credit transfer and certifiability of qualifications from abroad are rendered possible (cf. BERG in the present volume). Mutual trust is an essential basic principle for the equal partnerships which are required if mobility phases are to be implemented in a way which is integrated into training. The support instruments developed within the ECVET context (Memorandum of Understanding, partnership agreements, learning agreements) formalise cooperation and secure mobility. The significance and quality assurance function of these instruments is explicitly highlighted in the papers by KÜßNER, BERG and BORN/SPERLE. The results of the pilot projects indicate a further important point which will need to be addressed in future debates. ECVET is not something which sells itself. ECVET-based mobility elements require general conditions to be in place which are aligned towards avoiding duplication of work and making 8 A summary of all projects funded and the results produced is available at www.ecvet-projects.eu. 6 ECVET as a vehicle for better mobility? Moving from Recommendation to practice existing ECVET approaches available for subsequent use by companies, schools or educational providers. Simple, manageable and practical implementation instruments such as guides, templates, summaries etc. are necessary for this purpose. In this regard the work of KÜßNER and LUOMIMESSERER can be considered good practice. The German pilot projects presented here have helped ECVET to “gain momentum” (cf. LE MOUILLOUR, 2011) and indicate which of the ECVET elements may exert an effect and which elements still need to demonstrate their practical functionality. Literature COUNCIL OF THE EUROPEAN UNION (2011): Draft Council conclusion on a benchmark for learning mobility – Adoption. Brussels, 17 November, 16745/11. EBERHARDT, Christiane; SCHWARZ Anja (2011): ECVET im Praxistest: Fördert ein Leistungspunktesystem die grenzüberschreitende Mobilität von Auszubildenden? [ECVET put to a practical test: does a credit points system foster the cross-border mobility of trainees?] In: berufsbildung 4 (2011), pp. 7 – 9. EBERHARDT, Christiane (2010): Ein Credit-System als Instrument zur europäischen Mobilitätsförderung in der Berufsbildung: Perspektiven für den Aufbau eines europäischen Bildungsverbunds [A credit system as an instrument for supporting European mobility in vocational education and training: prospects for the establishment of a European educational network]. In: HÜBEL, Wolfgang; STORZ, Peter (Ed.): Berufsbildung im europäischen Verbund: Erfahrungen aus der Chemiebranche [Vocational education and training within a European network: experiences from the chemical sector]. Bielefeld 2010, pp. 159-173. EUROPEAN COMMISSION (2009): Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Credit System for Vocational Education and Training (ECVET) KÖRBEL, Markus; FRIEDRICH: Werner (2011): Verdeckte Mobilität in der beruflichen Bildung – Ermittlung von Auslandsaufenthalten in der Erstausbildung außerhalb des EU-Programms für lebenslanges Lernen und der bilateralen Austauschprogramme des Bundesministeriums für Bildung und Forschung [Hidden mobility in vocational education and training – investigating periods spent abroad during initial training outside the EU Programme for Lifelong Learning and the bilateral programmes of the Federal Ministry of Education and Research], series of publications produced by the National Agency Education for Europe at the Federal Institute for Vocational Education and Training, June 2011. LE MOUILLOUR, Isabelle (2011): Das Europäische Credit-System für die Berufsbildung (ECVET) nimmt Fahrt auf [The European Credit Transfer System for Vocational Education and Training (ECVET) begins to gain momentum], in: berufsbildung 04, pp. 13 – 15. THIELE, Peter (2008): Grenzregionen – Vorreiter des europäischen Bildungsraumes [Pioneers of the European Education Area]. In: JOBSTARTER: Von den Nachbarn lernen – Ausbildung in Grenzregionen [Learning from our neighbours – training in border regions], Regional 3, p.3. WORDELMANN, Peter (2009): Berufliches Lernen im Ausland – Stand der Forschung und Desiderata an die Berufsund Wirtschaftspädagogik [Vocational learning abroad – status of research and desiderata for vocational and business pedagogy]. In: Profil Nr. 2: Akzentsetzungen in der Berufsund Wirtschaftspädagogik, http://www.bwpat.de/profil2/wordelmann_profil2.shtml. 13 ECVET as a vehicle for better mobility? Moving from Recommendation to practice is for learning units to include equal amounts of theory and practice. The scope of a learning unit depends in turn upon the complexity of the field of activity. Figure 1 shows the cover page of the learning outcomes matrix for “Master Baker” on which all learning units are listed in introductory fashion. These include both occupationally specific learning units such as “Manufacture of bread and biscuits” as well as commercial business management learning units such as “Establishment, management and organisation of craft trade companies”. Figure 2: Learning unit “Training” from the Master baker learning outcomes matrix Title of the qualification Master baker U5 EQF reference level Title of the learning unit Training ECVET learning credits/relative weighting AT DE FR NO SI Learning outcomes He/she is in a position to • state the statutory regulations and collective wage agreement regulations regarding apprentices, • prepare a training contract. He/she is in a position to check the suitability of the company for the training of apprentices. He/she is in a position to • organise company-based training, • draw up a training plan, • organise training cooperation agreements with vocational schools, training centres and other educational providers. He/she is in a position to • judge the apprenticeship entry maturity of young people, • act autonomously in recruiting apprenticeships. He/she is in a position to • train and instruct apprentices both professionally and pedagogically, • teach basic work techniques and impart knowledge, skills and competences typical to the occupation, • act in a responsible manner in addressing the particular needs of young people. He/she is in a position to • carry out evaluations of performance, • prepare apprentices for examinations. He/she is in a position to mediate in conflicts with or between trainees. Source: SME MASTER Plus The contents of the qualification were formulated in a holistic manner in the form of learning outcomes. This took place on the basis of national ordinances and curricula whilst also taking account of the typical work and business processes for the occupations forming the object of investigation. This represented a conscious decision not to adopt a presentation of learning content divided up according to the three descriptors of the EQF, knowledge, skills and competence. This enabled the avoidance of redundant elements and of alignment problems, particularly between the descriptors “Skills” and “Competence”7. This holistic approach is also largely in harmony with the principle of employability skills. In order ultimately also to be able to visualise the competence development of learners, learning outcomes were mapped in the form of successive “learning outcome levels”. This progressive representation of learning outcomes, which was inspired by the VQTS Model (cf. LUOMIMESSERER/MARKOWITSCH 2006, pp. 39 ff.) is, so to speak, the dynamic element of the learning outcomes matrix and serves the purpose of fostering “learner mobility”. Such an approach enables 7 Within the scope of the European EQF pilot project ZOOM (www.zoom-eqf.eu), in which the German Confederation of Skilled Crafts (ZDH) was involved in a partner capacity, it was ascertained that vocational experts have often had difficulties in the definitive alignment of learning outcomes to the two descriptors stated above. Solutions for this problem included aligning learning outcomes to both “Skills” and “Competences”, the consequence of which has been duplications. The project was coordinated by the Austrian Institute for Training Research in Trade and Industry (ibw), which is also a project partner SME MASTER Plus. 14 ECVET as a vehicle for better mobility? Moving from Recommendation to practice the performance status of a learner to be rendered visible, and this in turn facilitates the structuring of individual mobility projects in terms of content. Figure 2 shows the learning unit “Training” from the learning outcomes matrix for “Master Baker”, in which learning outcomes are aligned across three levels (from left to right). In order to ensure the greatest possible simplicity of legibility for the learning outcomes matrix, a conscious decision was taken largely to omit stating technical details and other specifications. If necessary, both units and individual learning outcomes can be appropriately supplemented in the form of annexes. The learning outcomes matrix pursues the objective of presenting all learning outcomes which the master craftsman qualification of the five partner countries encompasses in a comprehensible manner and does not replace the national curriculum. This approach is, however, also of considerable use for the competence oriented structuring of curricula8. 4.4 Use of credit points The introduction of credit points proved problematic from the outset. According to the ECVET Recommendation, credit points should provide additional information in numerical form on the relative weighting of a learning unit compared to the whole of the qualification. SME MASTER Plus was unable to comply with the convention proposed in the ECVET Recommendation that 60 credit points should be awarded for one year within a formal learning context due to the fact that in some partner countries a significant part of the master craftsman qualification is acquired via a non-formal route, meaning that there is a considerable deviation between the formal periods of learning. The development of a system to establish a ratio between these non-formal and formal learning elements would have been beyond the framework of the project. For this reason, the initial decision was taken to adopt a pragmatic “interim solution” whereby the plan was merely to accord credit points the function of a percentile indicator rather than basing them on a certain workload. The total number of credit points (100) was separately distributed across the various learning units by the project partners on the basis of expert surveys in order to provide a means of visualising the “relative weighting” of a learning unit compared to the master craftsman qualification in the respective partner country. Although this permitted conclusions to be drawn as to the different weighting of a learning unit within the various master craftsman training courses, albeit to a limited extent, no actual added value for the support of mobility projects became discernable. In addition to this, doubts were raised at an early stage with regard to the validity of the results of the subjective approach adopted by the expert surveys. For this reason, this approach was also abandoned. Due to the fact that no credit point system for master craftsman training is currently in place in any of the partner countries, no account at all was taken of a further function of credit points (planned in the ECVET Recommendation), namely accumulation and transfer to the domestic learning context. Notwithstanding this, as soon as credit points are introduced or as soon as countries which already operate a credit point system wish to make use of this system they may be applied. In such a case, however, the awarding of the points must take place according to the stipulations of and under the exclusive responsibility of the competent bodies within the relevant country. 4.5 Mobility partnerships and transfer of learning outcomes Partnership agreements between two or more organisations responsible for master craftsman examinations and/or master craftsman training in their home countries constitute a further core element of ECVET. Such a partnership agreement (Memorandum of Understanding) maps out the operational framework of a mobility partnership, covering such aspects as tasks and obligations of the respective institution in its capacity as home or host organisation, opportunities for monitoring, evaluating, recognising and where appropriate certifying learning performance, issues of quality assurance etc. An appropriate guide, which has recommendation status, has been developed for this purpose and 8 The learning outcomes oriented representation of the master craftsman qualification for motor vehicles technician, which was developed within the scope of the ZOOM pilot project already mentioned, will, for example form the basis of the new skeleton curriculum. 15 ECVET as a vehicle for better mobility? Moving from Recommendation to practice includes such elements as a checklist for the preparation, execution and follow-up of mobility projects. Figure 3: Transfer of learning outcomes within the framework of a partnership agreement Source: 3s/ibw Various templates for the implementation of mobility projects have also been drawn up: • learning agreements, • personal transcripts of records, • recommendations for assessment of competence, • certificates for participants and host institutions. Alongside information on learners and their training course, learning agreements list the learning outcomes to be acquired within the scope of the mobility project. These need to be agreed in advance between the learner, the home institution and the host institution. Learning outcomes actually acquired are ascertained by the host institution within the framework of an assessment and documented in a personal transcript of records. This transcript of records is validated and recognised by the home institution following completion of the mobility project. The ultimate plan is for the EUROPASS Mobility to be used for the documentation of learning outcomes acquired abroad. A further option is for the home institution to issue certificates of participation. No standardised procedure has been developed within the scope of SME MASTER Plus for the assessment of learning outcomes. Only general recommendations have been issued. The reason for this is that each partner country already has its own principles, methods and instruments in place for the identification and assessment of competences or learning outcomes, and these can also be deployed within the scope of ECVET. Notwithstanding this, it is important that the relevant methods and instruments which an institution intends to use within the framework of a mobility partnership are made transparent to and accepted by the partner institution. In addition to this, bilateral agreement should be reached regarding assessment criteria. The function of an assessment is to serve as an element for securing the quality of mobility projects rather than to replace a national examination or parts of an examination. The introduction of an Learning agreement Home institution Host institution Acquisition of knowledge, skills and competences by mobile learners Evaluation of the Knowledge, skills and competences acquired by the mobile learner Documentation of knowledge, skills , and competences acquired in the personal transcript of records of the mobile learner Validation of the knowledge, skills and competences acquired by the mobile learner Recognition of the knowledge, skills and competences acquired by the mobile learner Mobile learners 16 ECVET as a vehicle for better mobility? Moving from Recommendation to practice assessment also fosters mutual trust between the various institutions involved in an international mobility partnership. The following figure portrays in which section of the mobility process the various instruments developed within the scope of SME MASTER Plus are deployed. Figure 4: Instruments within the scope of the mobility process INSTITUTIONAL LEVEL INDIVIDUAL LEVEL Mobility projects PHASES/STA GES A Transparency B Partnership C Preparation D Implementation E Follow-up INSTRUMENT Summary Master craftsman qualification Partnership agreement (MoU) Mobility checklist Learning outcomes matrix Learning agreement Assessment Validation/cert ificates Personal transscript of records Europass Source: SME MASTER Plus 4.6 Results of the pilot phase During the course of the project, all instruments were practically tested within the scope of various mobility projects in the fields of baker and hairdresser between Germany, France and Slovenia. Further tests focusing on the area of floristry are planned between Norway and France at the beginning of 2012. Results up until now show that most of the instruments developed are capable of practical deployment. The organisers of mobility projects view the improved legibility of the various master craftsman qualifications provided by the learning outcomes matrix in a particularly positive light. Learning outcomes are especially useful to occupational practitioners in according easier access to the qualifications contents of a foreign master craftsman qualification and thus facilitating the identification of content intersections which can in turn form the basis for mobility projects. Notwithstanding this, it must be said that this approach needs some getting used to. A complete abandonment of input oriented standards in the representation of learning and training processes, especially with regard to learning times but also in respect of a fixed learning venue, tends to be viewed critically. The drawing up of partnership agreements is considered to be time consuming but necessary. Notwithstanding this, the administrative effort involved is only perceived as being worthwhile if there also is a readiness between educational and training institutions to implement mobility projects on a regular basis. There is, however, usually a lack of capacity on the part of the competent bodies and the training institutions in this respect. This further underlines the urgent requirement for a pan-European mobility infrastructure for vocational education and training. There will otherwise be 17 ECVET as a vehicle for better mobility? Moving from Recommendation to practice virtually no prospect of realising the establishment of a European mobility network9 to serves as the operative basis for achieving a quantitative and qualitative increase in mobility in the field of initial and continuing vocational education and training. Learning agreements and personal transcripts of records are viewed as useful tools for securing the quality of a mobility project. If, however, mobility projects are financed via funding programmes such as “Leonardo da Vinci”, which is usually the case, the associated documentation obligations give rise to a large number of redundant elements. In the interests of avoiding any kind of unnecessary additional expense, the EU Leonardo Programme in particular should also be coordinated with ECVET projects in future. This would be something which could be realised with the scope of the realignment of the Programme for Lifelong Learning for the period following 2014. Both home and host institutions also viewed the introduction of an assessment positively. It was pointed out that the principle of proportionality needed to be maintained with regard to the scope of principles. Mobility projects which are of short duration (approximately up to three weeks) may not require any assessment, whereas medium to long term periods of learning spent abroad make it necessary to undertake a more extensive recording of learning outcomes. A flexible approach should be chosen in this regard. The mobility checklist was particularly viewed as useful by companies which have had either very little or no experience of mobility projects. Like a number of the other tools developed within the scope of the project, however, this instrument is not a component of the ECVET Recommendation. 5. Conclusion According to previous findings, the main strength of the ECVET approach lies in the improvement in transparency and comparability of qualifications. The output oriented representation of qualifications in the form of learning outcomes is, however, a time intensive process which is also not accepted without reservation by all VET stakeholders. It is thus unlikely that input criteria will be entirely abandoned in the representation of qualifications in future. The supposition may be put forward that a mixture of output and input criteria will become established. There is no doubt that ECVET can serve as a conceptual basis for the establishment of sustainable mobility projects. Its application will result in both a qualitative improvement in the mobility projects themselves and in time and cost savings in the planning, organisation and implementation of such projects. This creates an important foundation for broader acceptance of transnational mobility for learning purposes on the part of the competent bodies, training providers, companies and learners. This is one of the essential strengths of ECVET. With regard to the crediting and transfer of learning units or learning outcomes, ECVET clashes with national regulations, as experiences from other pilot projects also show (cf. EBERHARDT/SCHWARZ 2011, pp. 7 ff.; SANITER 2011, pp. 23 ff.). Actual added value for the fostering of transnational mobility is, however, not discernable. The same also applies to the deployment of credit points, something which has revealed itself to be one of the weakest principles of ECVET during the piloting process. The fact that the very element which gives ECVET its name shows itself to be of little practical use is not without a certain irony. One weakness of ECVET which became apparent within the scope of the pilot projects is its close conceptual dependence on a full-time school-based learning context. (Course) modules for which credit points are awarded and a modular examination structure aligned towards such an approach which have established themselves in the higher education area across Europe (after considerable initial difficulties) are only transferable to a very limited extent to initial and continuing training systems with a high proportion of company-based training and which require a high degree of flexibility. A modularised examination fails to meet one of the central premises of the vocational education and training system, its integrality. The consequence would be a lack of understanding by trainees with regard to complete work and business processes and thus a lack of employability skills. 9 An attempt to establish a corresponding network in Europe for the areas of craft trades and SME’s is currently underway in the form of the Euro Apprenticeship Project (www.euro-apprenticeship.eu), in which the German Confederation of Skilled Crafts (ZDH) is also involved. This project is being coordinated by the Association of French Chambers of Crafts and Trades (APCMA), which is also a project partner in SME MASTER Plus. 18 ECVET as a vehicle for better mobility? Moving from Recommendation to practice The introduction of modular examinations would also mean that companies would incur not inconsiderable additional costs and would doubtlessly overburden the system of chamber examinations supported by voluntary examiners. For these reasons, “systemic” implementation of ECVET, particularly within the area of dual vocational education and training, will not be possible without the loss of the “brand core” of the system. Against the background of the results of the piloting process, the appropriate course of action is to exploit the potential of the ECVET instruments which have shown themselves to be of practical use on a step-by-step basis within the framework of a “bottom-up” approach. This means that the tendency would have to be to depart from the concept of a holistic, timely and overall implementation in some areas. However, in light of the extensive resources which the European Commission has been devoting to the introduction of ECVET for some considerable time (cf. LE MOUILLOUR 2011, pp.13 ff.), there can be no expectation that there is (as yet) any willingness to do so. 6. Literature BMBF [FEDERAL MINISTRY OF EDUCATION AND RESEARCH] (2010): Die Pilotinitiative DECVET, Kompetenzen anrechnen – Durchlässigkeit verbessern [The DECVET pilot initiative, transferring competences – improving permeability], Bonn, Berlin 2010. CEDEFOP (2010a): The development of national qualifications frameworks in Europe, Working Paper 8, Luxemburg 2010. CEDEFOP (2010b): The development of ECVET in Europe, Working Paper 10, Luxemburg 2010. DIEKMANN, Knut; SPERLE, Christian (2010): Betriebsnahe Mobilitätsberatung von Auszubildenden und jungen Fachkräften – ein Projekt der Kammerorganisationen [Practical mobility guidance for trainees and young skilled workers – a project by the chamber organisations]. In: Wordelmann, Peter (Ed.): Internationale Kompetenzen in der Berufsbildung. Stand der Wissenschaft und praktische Anforderungen [International competences in vocational education and training. Status of academic research and practical requirements], Bonn 2010, pp. 137 – 145. EBERHARDT, Christiane; SCHWARZ Anja (2011): ECVET im Praxistest: Fördert ein Leistungspunktesystem die grenzüberschreitende Mobilität von Auszubildenden? [ECVET put to a practical test: does a credit points system foster the cross-border mobility of trainees?] In: berufsbildung 4 (2011), pp. 7 – 9. EUROPEAN COMMISSION (2008): Recommendation of the European Parliament and of the Council of 23 April 2008 on the Establishment of the European Qualifications Framework for Lifelong Learning (EQF). EUROPEAN COMMISSION (2009a): Recommendation of the European Parliament and of the Council of 18 June 2009 on the Establishment of a European Credit System for Vocational Education and Training (ECVET) EUROPEAN COMMISSION (2009b): Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training (EQARF). EUROPEAN COMMISSION (2010): Communication from the Commission EUROPE 2020, A strategy for smart, sustainable and inclusive growth, 3 March 2010. 19 ECVET as a vehicle for better mobility? Moving from Recommendation to practice EUROPEAN COMMISSION (2010a): Youth on the Move – An initiative to unleash the potential of young people to achieve smart, sustainable and inclusive growth in the European Union, Brussels 15.09.2010. EUROPEAN COMMISSION (2010b): Youth on the Move – Results of the consultation on the Green Paper on the Learning Mobility of Young People, Brussels 15 September 2010. KÖRBEL, Markus; FRIEDRICH: Werner (2011): Verdeckte Mobilität in der beruflichen Bildung – Ermittlung von Auslandsaufenthalten in der Erstausbildung außerhalb des EU-Programms für lebenslanges Lernen und der bilateralen Austauschprogramme des Bundesministeriums für Bildung und Forschung [Hidden mobility in vocational education and training – investigating periods spent abroad during initial training outside the EU Programme for Lifelong Learning and the bilateral programmes of the Federal Ministry of Education and Research], series of publications produced by the National Agency Education for Europe at the Federal Institute for Vocational Education and Training, June 2011. KLIMMER, Susanne (2010): Was bringen Auslandspraktika von Lehrlingen den Unternehmen? Ergebnisse einer Befragung von österreichischen Unternehmen [What are the benefits to companies of trainee internships abroad? Results of a survey of Austrian companies]. In: Wordelmann, Peter (Ed.): Internationale Kompetenzen in der Berufsbildung. Stand der Wissenschaft und praktische Anforderungen [International competences in vocational education and training. Status of academic research and practical requirements], Bonn 2010, pp. 217 – 225. KRISTENSEN, Søren; WORDELMANN, Peter (2011): Transnationale Mobilität in kleinen und mittleren Unternehmen (KMU) [Transnational mobilty in small and medium-sized enterprises (SME’s)]. In: Wordelmann, Peter (Ed.): Internationale Kompetenzen in der Berufsbildung. Stand der Wissenschaft und praktische Anforderungen [International competences in vocational education and training. Status of academic research and practical requirements], Bonn 2010, pp. 217 – 225. KURATORIUM DER DEUTSCHEN WIRTSCHAFT FÜR BERUFSBILDUNG [GERMAN EMPLOYERS’ ORGANISATION FOR VOCATIONAL AND FURTHER TRAINING] (2006): Stellungnahme der Spitzenorganisationen der Wirtschaft zur Arbeitsunterlage der EU-Kommission „Das europäische Leistungspunktesystem für die Berufsbildung (ECVET)“ [Official response of the umbrella organisations of trade and industyr to the EU Commission Working document “The European Credit Transfer System for Vocational Education and Training (ECVET)]” of 31 October 2006. KÜSSNER, Karin; DREWS, Sibilla (2011): Lernergebnisse von Auslandsaufenthalten sichtbar machen und anerkennen [Making the learning outcomes of periods of learning abroad visible and providing recognition]. In: Berufsbildung in Wissenschaft und Praxis [Vocational Training in Research and Practice] 40 (2011) 4, pp. 29-32. LE MOUILLOUR, Isabelle (2011): Das Europäische Credit-System für die Berufsbildung (ECVET) nimmt Fahrt auf [The European Credit Transfer System for Vocational Education and Training (ECVET) begins to gain momentum], in: berufsbildung 04, pp. 13 – 15. LUOMI-MESSERER, Karin; MARKOWITSCH, Jörg (2006): VQTS model, A proposal for a structured description of work-related competences and their acquisition, Vienna September 2006. SANITER, Andreas (2011): AEROVET: Chancen und Risiken von ECVET am Beispiel der technischen Luftfahrtberufe [AEROVET: opportunities and threats for ECVET on the basis of the example of technical occupations in the aviation branch], in: berufsbildung 4 (2011), pp. 23 – 25. 20 ECVET as a vehicle for better mobility? Moving from Recommendation to practice SPERLE, Christian (2011a): Berufsbildung ohne Grenzen – Zwischenbilanz des Mobilitätsberatungsprogramms der Kammern [Vocational education and training without borders – interim conclusions on the mobility guidance programme of the chambers]. In: berufsbildung 04 (2011), pp. 19 ff. SPERLE, Christian (2011b): Förderung transnationaler Mobilität im Rahmen der Meisterausbildung - Zwischenergebnisse des europäischen ECVET-Pilotprojekts SME MASTER Plus [Promoting transnational mobility within the scope of master craftsman training – interim results from the European ECVET pilot project SME MASTER Plus]. In: Berufsbildung in Wissenschaft und Praxis [Vocational Training in Research and Practice] 40 (2011) 4, pp. 35 ff. ZENTRALVERBAND DES DEUTSCHEN HANDWERKS [GERMAN CONFEDERATION OF SKILLED CRAFTS] (2007): Überregionaler Einkauf und Absatz des Handwerks – Ergebnisse einer Umfrage bei Handwerksunternehmen im 3. Quartal 2007 [Supra-regional procurement and sales in the craft trades sector – results of a survey of craft trade companies from the 3rd quarter of 2007]. 21 ECVET as a vehicle for better mobility? Moving from Recommendation to practice AEROVET: “Inner flexibility of training occupations instead of fragmented modularisation” Andreas Saniter Introduction The AEROVET project focuses on the development and piloting of learning outcomes oriented units within the context of the transnational mobility of trainees. The first part of the paper presents the findings and further considerations with regard to the project goals. Projects with a limited term and involving a small number of partners always harbour the inherent risk that results will simply seep away following completion, i.e. no further structural developments will follow. In the case of AEROVET, we enjoy the rare fortune that the German social partners initiated a realignment of technical occupations within the aviation sector which coincided with the term of the project. This meant that we were able to develop the contents of the units of learning outcomes for transnational mobility in conjunction with those for the competence fields of the new structure of training occupations. The second part of the present paper will outline the realignment approach whilst also debating the framework agreement of the German social partners with regard to the further development of the ECVET Recommendation. Background The AEROVET project is one of the 11 pilot projects selected within the scope of the 2008 EACEALeonardo da Vinci “European Call for Proposals to “Test and Develop the Credit System for Vocational Education and Training (ECVET)”1. The main piloting framework of the project, the term of which is from March 2009 to February 2012, is the transnational mobility of trainees in the sector of technical aviation occupations. This sector is doubly suited for a consideration of the possibilities offered by European, units-based approaches. In the field of production, it is dominated in Europe by a single transnational company (Airbus). In its capacity as a joint venture between several EU countries, Airbus effectively offers a blueprint in the field of vocational education and training for the opportunities and threats of European cooperation and the principle of subsidiarity. Whereas there is convergence between contents and forms of professional work and therefore between training objectives, the structures of vocational training are subject to the respective national laws and traditions – and these vary greatly. Within the field of maintenance of civil commercial aircraft, a unit-based system of modules already exists, albeit at certification level. The EASA (European Aviation Safety Agency) has established a multi-level modular system (EASA Part 66)2 for the approval of work on aircraft in civil use within the EU. Irrespective of the respective national educational systems, successful examination of the modules is a prerequisite for work on aircraft (licensed for commercial transportation of passengers). 1 The text of the ECVET Call for Proposals is available at http://eacea.ec.europa.eu/about/call_tenders/2008/call_tenders_02_2008_en.php. 2 For more information, please visit http://easa.europa.eu/home.php. 22 ECVET as a vehicle for better mobility? Moving from Recommendation to practice Figure 1: Division of labour at AIRBUS Approach The AEROVET project involves the four countries of France, Germany, the United Kingdom and Spain, the principal nations which participate in the Airbus Group. Initial analyses of the national curricula within this sector in the four countries were enough to show that these could not serve as a basis for joint learning units. Spain, for example, does not have any occupation in the area of production. Work is carried out by workers from associated occupations (e.g. vehicle mechatronics technicians) who have been trained for the specific construction sites. Within the field of maintenance, Spain only trains higher level technicians (EQF Level 5). In Germany, on the other hand, some skilled workers in the sector undergo a 3,5 year training programme to qualify in one or two occupations. The occupation of electronics technician for aviation systems forms part of the occupational group of electrical occupations, whereas the occupation of aircraft mechanic is a mono-occupation divided into three specialisms (maintenance engineering, production engineering and engine technology). Despite the different training approaches, it comes as very little surprise that the occupational work tasks, i.e. the competence fields of qualified workers are similar. Regardless of whether a landing flap is fitted at Airbus Bremen (DE) or Airbus Broughton (UK) and irrespective of whether the functionality of the onboard communication system is tested and repaired where necessary at a Spanish or French airport, work contents, processes, manuals and types of documentation are identical with each other or at least similar. Expert-skilled worker workshops have thus been able to draw up a total of 22 learning units which cover the essential work tasks carried out by both electronics technicians and mechanics within the sector and which, potentially, could be learned in a mobility phase.3 The main products of the AEROVET project are a description of the competences, elements of knowledge and skills which each of the 22 units contains 4 (cf. Figure 2), and a matrix comprising the mobility units which are an integral component of the unit and of the evaluation system which has been developed (cf. Figure 3). 3 Details of the learning units are available at www.pilot-aero.net. 4 Cf. www.pilot-aero.net. 29 ECVET as a vehicle for better mobility? Moving from Recommendation to practice Should overall employability skills be tested or a cluster of partial qualifications? This is an area where the experiences in the sector with the EASA modules are of relevance. For the schools affected, additional expenditure for documentation and examination in considerable. According to the experiences from AEROVET and the preparatory realignment discussion, a differentiation needs to be made between learning units (as a structuring element) and qualification units (as examined elements of a qualification). Whereas the former seems to be useful in advancing the goals of transparency, mobility and permeability within a vocational education and training system, the latter has the potential to bring about a schism in the VET system. The determination of the relative weighting of learning units within the meaning of ECVET credit points is not practical or useful at the abstraction level of a qualification. The relative weighting of the units as such is not a valid object of evaluation. The only thing which is capable of evaluation is the relative weighting within a specific programme, as the following examples from the United Kingdom and Germany show. • In the United Kingdom, the learning units are a component of many qualifications of a wide range of breaths and depths. This means that their weighting depends directly on the scope of the qualification. • The German vocational education and training system works with minimum standards rather than norm standards. The regulatory instruments provide for “suggested time allocations” or “time frameworks”. In this way, time frames of “2 to 4 months” are allocated to sections of training, i.e. approximately between 5% and 10% of the learning time. The business fields of companies providing training are the reason for this possible variation. The experts from Premium AEROTEC in Nordenham (main focus: manufacture of shells) accord a far lower weighting to the unit “Assembly and disassembly of devices and systems in/to the airframe” than do their colleagues at Airbus Hamburg (where main focuses include final assembly lines). Beyond possible pragmatic solutions within specific mobility projects, the AEROVET Consortium expressly recommends revising the relevant statements in the ECVET specifications. The fear is that rigid or negligent assumption of the aspect of fixed points in possible national implementations will bring about a long-term reduction in the readiness of specialised companies to provide training in dual systems. Parts of this paper have already been published in berufsbildung 128 (April 2011). 30 ECVET as a vehicle for better mobility? Moving from Recommendation to practice Is ECVET fostering the establishment of a European mobility network? The example of CREDCHEM Christiane Eberhardt/Beatrice Schlegel 1. Background: the European chemical sector – global, networked and dependent upon training The chemical industry turns over €537 billion a year and employs just under 1.2 million workers (2007), making it the largest industrial branch within the European economy (EUROPEAN COMMISSION 2009a). More than 290,000 workers are employed at chemical companies in Germany alone and account for approximately 25% of European chemical production.8 In 2003, more than half of all chemical exports worldwide were manufactured in Europe. This makes it clear just how significant the chemical industry is in overall economic terms at a national level. Whereas the chemical industry is amongst the three largest manufacturing branches in more than half of all EU states (LÖBBE 2004, p. 9), its economic significance has declined in the countries of Central and Eastern Europe (POPOVA 2010, p. 178). Against this background, the availability of well qualified skilled workers fulfils a dual function. It provides the foundation for securing innovative products and production processes for the long term and for facilitating connectivity to the European and international market. The interplay between the requirement for skilled workers and internationalisation is the reason behind the demands which German employers in the chemical sector are presenting to European educational policymakers. These demands may be summarised via the keywords of “improvement of quality, permeability, transparency and comparability in national educational systems” and “promoting mobility”. Fostering mobility amongst trainees, skilled workers and training staff is seen as the key to promoting international competence and communication skills. When mobile trainees and students spend time abroad, they are able to familiarise themselves with different living and work conditions and put their professional knowledge to the test as well as facing a challenge in intercultural terms. In short, they develop a degree of potential “which chemical companies operating in a global market very much value” (OGRINZ 2010, p. 57). The interests of the European chemical industry are in harmony with the endeavours being undertaken within European educational policy. Since March 2009, the CREDCHEM project9 has been piloting the European ECVET instrument, the central objective of which is to reduce barriers to mobility. 2. The goal: using ECVET to establish a European Mobility Network for the chemical sector In the same way as the projects SME Master plus, AEROVET and VaLOGReg, CREDCHEM was selected in 2008 as part of the European Call for Proposals “Testing and Development of the European Credit System for Vocational Education and Training (ECVET)”. The requirements made of these “1st generation” projects were high, the aim being for them to pilot all the aspects of ECVET contained within the Recommendation. The aims therefore were to develop units of learning outcomes and the “points score” to be awarded to such units and equally to accord due consideration to procedures for the transfer of the learning outcomes (including evaluation, validation, accumulation and recognition) and to the drawing up of correctly tailored implementation instruments (cf. text of the Call for Proposals EACEA/14/2008). For this reason, two requirements formed the main focus of 8 For more information, visit http://www.igbce.de/portal/site/igbce/chemie/. 9 CREDCHEM is a German language acronym based on the project’s full title of: “Development and piloting of a credit system to improve mobility in skilled work within the chemical sector”. 31 ECVET as a vehicle for better mobility? Moving from Recommendation to practice CREDCHEM. The first aim was to develop a model which facilitates the mobility of individual persons by enabling evidenced learning outcomes achieved abroad to recognised at home in the context of qualification. The second objective was to investigate whether, and if so why, the European ECVET instrument is actually suitable for improving and consolidating European mobility phases in the long term. In order to be able to tackle the tasks associated with these goals effictively, the CREDCHEM partnership comprises stakeholders representing vocational pedagogy, vocational education and training practice and VET structuring/policy advice. CREDCHEM is a collaboration between the vocational education and training institutes from Bulgaria (NAVET), the Czech Republic (NUV), Slovakia (SIOV) and Germany (BIBB) working in conjunction with institutions involved in educational and training practice, the latter being represented by the learning venues ITAS Scalcerle Padua and the Saxony Training Association for Environmental Protection and Chemical Occupations (SBG) as well as piloting institutions in Italy, the Czech Republic, Bulgaria and Slovakia. Pedagogical support for the project is provided by the Institute for Chemical Technology, Environmental Protection and Environmental Technology, part of the Faculty of Education at the Technical University of Dresden. The main focus of consideration for CREDCHEM was that mobility phases in skilled work within the chemical sector can only be consolidated in the medium to long term • If they are capable of integration into national qualifications and training pathways and • if they take place within an organisational framework which is capable of securing implementation of stays abroad within an agreed procedure and in accordance with stipulated standards – i.e. a network. The aim of the project is the initiation of a “CREDCHEM Mobility Network” which offers units of learning outcomes specially developed for deployment abroad in the form of practical internship phases in the partner institutions. In specific terms, this means that learners are able to attend selected courses in other European countries which are considered to form an integral component of their training at home. 3. Methodological approach: from the work task to the learning outcome unit One of the core tasks of the project was to describe learning outcomes from skilled work within the chemical sector and collate these in appropriate units. A comparison of the national curricula forming the basis of this skilled work did not prove to be a productive approach to adopt. Although existing occupational profiles in the partner countries bear similar names, there are considerable differences in the actual performance profiles associated with these designations. For this reason, a way needed to be found which made it possible to integrate the units of learning outcomes precisely into national training/qualifications. In CREDCHEM, the units of learning outcomes were developed with reference to the world of work because real work processes and the work requirements to which these give rise are comparable and transferable across system borders regardless of what title is given to an occupation or qualification in the different educational systems of the countries. For this reason, the learning outcomes described by the project partnership on this joint basis and clustered into units of learning outcomes are in their totality able to map a complete occupation, whereas in other countries they merely represent parts of an occupational profile or an additional qualification. In CREDCHEM, proposals were drawn up as to how learning outcomes in the occupational activity of “Work in the laboratory” can be described and how units of learning outcomes can be defined and represented for subsequent use by new network partners. Each unit of learning outcomes has its foundations in typical work tasks which have been evaluated and documented on a division of labour basis by CREDCHEM partner institutions10 in the participating countries in accordance with a standardised analysis grid. The knowledge, skills and competences which are of significance to the completion of a work task thus form the scaffolding for the definition of units of learning outcomes. 10 In order to complete the work associated with this process, further learning venues were added to the CREDCHEM partnership, and “Communities of practice” were formed. 32 ECVET as a vehicle for better mobility? Moving from Recommendation to practice In selecting or delineating the work tasks, care was taken that such tasks encompass a complete work action and thus reflect the complexity of the world of work. The following approach was selected for the analysis of work tasks. In the case of knowledge, a differentiation was made between practical knowledge (knowledge of stages of work) and factual knowledge (the scientific and technological contexts which form the basis of the stages of work). A further distinction was drawn between routine and non-routine skills due to the fact that such a differentiation is relevant to the evaluation of employability skills. Figure 1: Analysis of typical sample work tasks – the basis for the determination of characteristic knowledge, skills and competences as learning outcomes Practical knowledge Characterisation of the work activity Factual knowledge Characterisation of the work system Stages of work Skills/ abilities Scientific contexts Technological contexts Source: NIETHAMMER (2010), p. 155 A further stage involved generalising work tasks and aligning them to professional thematic areas which form the basis of the individual units of learning outcomes. A total of ten units of learning outcomes were defined to map the field of occupational activity of “Work in the laboratory”. Figure 2: CREDCHEM units of learning outcomes in the field of occupational activity of “Work in the laboratory” Field of occupational activity Work in the laboratory Total number of credits EQF reference level Learning units LU 1 Separate and mix substances LU 2 Determine constants or properties of substances LU 3a Analyse substances spectroscopically (UV/VIS spectrography, AAS, AES) LU 3b Analyse substances spectroscopically (IR, NMR spectrography, MS) LU 4a Analyse substances volumetrically LU 4b Analyse substances gravimetrically LU 5a Separate and analyse substances chromatographically (DC, PC, SC (IC)) LU 5b Separate and analyse substances chromatographically (HPLC, GC) LU 6 Produce inorganic and organic substances chemically LU 7 Synthesis procedures Source: SCHLEGEL (2010), CREDCHEM During the course of the project, the partners have agreed that the units of learning outcomes should be based on competence levels which exhibit differences in terms of scope of knowledge, skills and competences, depth of understanding and availability of knowledge and skills from a range of perspectives (Niethammer, 2010). Competence level A: the person performs the analysis or synthesis autonomously. The important factors for this competence level are routines and an understanding of the stages of work. Competence level B: the person deals with typical procedural 3. ALIGNMENT OF … 1. DIFFERENTIATE WORK TASK 2. SCRUTINISE 33 ECVET as a vehicle for better mobility? Moving from Recommendation to practice problems whilst applying problem solving strategies. Competence level C: the person optimises the procedure within a team or adapts the procedure via team work. Alongside an understanding of deeper correlations regarding the procedure, this competence level requires the ability to work as part of a team and communication skills. The differentiation of the units of learning outcomes according to levels enables the partners to align mobility phases precisely to national qualifications and with regard to the acquisition of additional qualifications. Both learning outcomes and verifiability processes build on the work tasks. The starting principle here is that competences can only be evidenced in connection with specific work tasks. For this reason, monitoring of increased competence at the end of an internship abroad takes place by means of competence oriented test assignments11, which are selected from a pool of work tasks by the project partners and are used in all CREDCHEM institutions for the purpose of certifying a unit of learning outcomes which has been successfully completed. In addition to the test assignments, an assessment form which reflects professional skills, problem solving ability, communication skills and the ability to work as a team player at the various competence levels is also used. The aim of deploying both these instruments is to facilitate the identification of learning outcomes irrespective of country and thus render such learning outcomes comparable. Figure 3: Assessment form Assessment form CREDCHEM internship Name of the intern: Observer: School/educational establishment/company: Unit of learning outcomes and competence levels: Test assignments: A B C Date: Test assignment A 11 The sample test assignments have been formulated in a differentiated manner in accordance with the respective competence levels. Test assignment A: autonomous execution of a routine order in the laboratory (including relevant preparatory and follow-up work). Test assignment B: description of action options in a problematic situation. Test assignment C: working as part of a team on the development of a concept for the optimisation/adaptation of a procedure. The respective expectation profiles are attached to the test assignments. 34 ECVET as a vehicle for better mobility? Moving from Recommendation to practice Evaluation criterion Item Evaluation Weighting Σ Compliance with health and safety at work, environmental protection, health protection All precautionary measures (lab coat, gloves, protective goggles) were precisely complied with. …/1 25% All workplaces were kept tidy and clean. …/1 All substances were correctly disposed of. …/1 Apparatus Apparatus was set up precisely. …/1 25% All apparatus was used in a professional manner. …/1 Quality of work The purity of the product or the analytical value deviated from the exact value by no more than +/- 2%. …/1 25% The time limit for the analysis/synthesis was complied with. …/1 Completeness of report All calculations are correct. …/1 25% The apparatus is precisely sketched and labelled. …/1 Executions and any deviations which occurred are precisely described. …/1 All reaction equations are precisely formulated. …/1 Test assignment B Evaluation criterion Item Evaluation Weighting Σ Causes The cause of the problem was described in a comprehensible manner. …/per cause 1 point 40% … Possible solutions The solution was described in a comprehensible manner. …/per solution 1 point 40% Adaptation to the situation “Line manager is notified that the result will be delayed.” …/1 20% “The problem is precisely and clearly described in the report.” …/1 “The analysis/synthesis is repeated.” …/1 Test assignment C (optimisation) Evaluation criterion Item Evaluation Weight-ing Σ Optimisation concept (same evaluation for each team member) The solution was described in a comprehensible manner and is clear in professional terms. …/10 50% The test series has been correctly and adequately described. …/10 Ability to act as a team player He/she integrates into the team by taking on partial tasks. …/1 He/she is committed to the common objective. …/1 35 ECVET as a vehicle for better mobility? Moving from Recommendation to practice He/she reaches agreement with the other participants. …/1 50% … He/she submits proposals and argues the validity of these with the others. …/1 He/she remains objective and resolves any conflicts which arise peaceably. …/1 Overall assessment The intern has achieved the following competence levels via the test assignments stated above: Competence level A  Competence level B  Competence level C  Source: SCHLEGEL (2010), CREDCHEM No answer to the question as to whether credits should be awarded for the units of learning outcomes has as yet been reached. A proposal has been drawn up in this regard. If the decision is made within the partner countries to use credits, these could be applied in accordance with the content complexity of the individual units of learning outcomes.12 Such an approach, however, has to date not taken effect due to the fact that a final decision is still outstanding regarding the use of credits in the partner countries or in the sector. The experiences gained from CREDCHEM thus far indicate that credits have only a subordinate significance with regard to the establishment and activities of the CREDCHEM Mobility Network. The transparency created in respect of the representation of the unit of learning outcomes, the aim of which is to facilitate the joining of the network by new partners, is proving to be much more effective within the CREDCHEM context. 4. Planning, implementing and evaluating mobility measures: the CREDCHEM Matrix, Memorandum of Understanding and Learning Agreement The CREDCHEM Matrix, in which the learning outcomes of a unit are mapped against the respective competence levels, forms the starting point in terms of content and organisation for the planning, implementation and evaluation of mobility measures. The Matrix also makes it clear whether and how the unit relates to the existing occupational profiles in the partner countries and which parts of a qualification may be covered by the unit of learning outcomes. 12 In this proposal, the lowest number of points would be aligned to the smallest non-divisible units (basis Unit of learning outcomes 1 and 2) and double the number to the units of learning outcomes in the superordinate level (standard Unit of learning outcomes 3 to 6) etc. The standard units of learning outcomes 3 and 5 are divided according to increasingly complexity into (a) and (b) (a: more simple procedures, b: more complicated procedures). This would once again enable a differentiation to be made between basic and standard credits. 36 ECVET as a vehicle for better mobility? Moving from Recommendation to practice Figure 4: Unit of learning outcomes “Analyse substances volumetrically” Field of activity Work in the laboratory ULO 4a Unit of learning outcomes Analyse substances volumetrically EQF reference level Competence level A: EQF level 3 Competence level B: EQF level 4 Competence level C: EQF level 5 Reference to national qualifications BG CZ DE IT SK Chemical operator Chemical technician Chemical laboratory technician Bio-chemical technician Chemical technician Technician Chemical laboratory technical assistant Laboratory technician Chemical laboratory technician Chemical technology modeller Chemielaborant/ -in Learning outcomes Competence Skills Knowledge Competence level A (EQF level 3) - Uses standard procedures to analyse substances volumetrically and adapts such procedures to the prevailing conditions - Accepts orders for the volumetric analysis of substances and plans further stages of work up until presentation of results - Depending on the property/structure of the substances, selects appropriate laboratory technology and necessary chemicals (solvents…) and handles these in a precise, careful and routine manner - Evaluates results and calculates relevant values - Carries out preparatory and follow-up work for the analysis in a routine manner - Knowledge of substances (properties, structure, risk and safety statements) - Knows the correlation between measurement and parameter values and relevant procedures (knows stages of action) - Is familiar with relevant apparatus/equipment and the way in which these function/how to handle them Competence level B: (EQF level 4) - Handles problems typical to the procedure + - Analyses the problem, develops possible solutions using professional knowledge and decides how to solve the problem - Reflects whether the problem has actually been solved + - Is familiar with the dependence between values to be measured and the environment - Knows reactions on which the procedure is based - Knows the structural characteristics of a substance which are responsible for its properties - Knows the correlation between measurement and parameter values - Knows the correlation between the basic chemical principle (neutralisation/precipitation…) and the practical usefulness of titration Competence level C: (EQF level 5) - Works as part of a team to optimise procedures depending on the context + - Works as part of a team, becomes involved in and thus progresses the work process - Communicates with others on scientific and technological content (application of professional knowledge) and on the work process Source: Schlegel 2011, CREDCHEM 37 ECVET as a vehicle for better mobility? Moving from Recommendation to practice In addition to this, the Matrix delivers important supplementary information, the aim of which is to facilitate the planning and execution of mobility measures and to make decisions in respect of in which CREDCHEM partner countries precisely tailored internship is possible. Field of activity Work in the laboratory Unit of learning outcomes 4a Analyse substances volumetrically Countries BG CZ DE IT SK Which CREDCHEM learning venue offers the unit of learning outcomes? Specialised School for Chemical and Biological Technologies Sofia Valasske Mezirici Trade and Technical School Saxony Training Association for Environmental Protection and Chemical Occupations Dresden IIS Scalcerle Novaky Specialist Intermediate School Usti n. Labem Trade and Technical School Bratislava Specialist Intermediate School Minimum duration for evidencing of the unit of learning outcomes 5 10 15 15 10 How many learners can be accommodated? 8 3 3-4 12 10 On which competence level is the unit of learning outcomes offered? A, B A, B A A, B A, B In which language does the mobility measure take place? Bulgarian English German English English/German Which procedures are applied? Potentiometric titration Conductometric Titration Acid base titration Complexometric titration Permanganometric titration Redox titration The following sample work assignments are recommended for the execution of the unit of learning outcomes: Redox titration of copper ions Complexometric titration of calcium ions Permanganometric titration of iron ions Permanganometric titration of calcium ions Permanganometric titration of Mohr’s salt Acid base titration of acetic acid Acid base titration of strong acids Acid base titration of standard solutions Argentometric determination of chlorine ions Potentiometric titration of vinegar Potentiometric titration of lemonades Acid base titration of Ibuprofen Acid base titration of tartaric acid Determination of acid neutralisation capacity Complexometric titration of zinc ions The following test assignments were designed for the competence levels stated Competence level Argentometric determination of chlorine ions A, B Determination of acid neutralisation capacity A, B, C 38 ECVET as a vehicle for better mobility? Moving from Recommendation to practice Figure 5: The CREDCHEM Matrix – supplementary information (SCHLEGEL, 2010) The information contained in the Matrix is aimed both at learners who are interested in an internship abroad and at institutions which either send learners abroad or else wish to host foreign learners. To this extent, it is an important instrument in terms of acquiring new network partners. All network partners sign a “Memorandum of Understanding”. In appending their signature to such a document, they commit to compliance with joint quality and implementation standards. The mobility phase itself is secured via the learning agreement, which is concluded between those directly involved (i.e. the learner, the home institution and the host institution) and clarifies which unit of learning outcomes is to be completed abroad. In addition to this, the general conditions of the internship abroad are also regulated (insurance, accommodation, provision of protective clothing etc.). The CREDCHEM internship aboard is evidenced with the EUROPASS Mobility. The CREDCHEM units of learning outcomes have been undergoing piloting in the partner countries since September 2011. The next stage will involve an evaluation of the foreign internships already conducted using questionnaires and guided interviews. The learners and training staff from the home and host institutions will both be surveyed. The evaluation is directed towards finding out the extent to which: • trust has been established amongst the partners; • learning processes have taken place in respect of all of those involved and • it has been possible to deploy the sets of instruments (competence levels, test assignments, assessment forms, learning agreements) in the existing form or with adaptations as necessary. Within CREDCHEM, partners from the participating countries developed the instruments for easier and improved mobility in skilled work within the chemical sector. Whether these instruments will gain the acceptance in the long term and the nature of the experiences which new network partners will experience when deploying them are questions which cannot be answered until further mobility cycles have taken place. 6. General conditions and structuring for the firm establishment of CREDCHEM in practice – an assessment CREDCHEM commenced work in 2009 with the objective of facilitating the mobility of individual persons by enabling learning outcomes evidenced abroad to be transferred and recognized to the training in their own country. There are many indications that the project has thus far succeeded in establishing structural approaches which are suitable for the promotion of ECVET oriented measures aimed at improving transnational mobility. At the level of specific implementation practice, practical learning venues have been integrated into the development of procedures and instruments in all partner countries. This means that CREDCHEM has penetrated down to the grass roots during the actual term of the project. The approach of using work tasks as a vehicle for describing learning outcomes and using the former as an object of mobility measures (whether this be by the host or home institution) has been successfully embraced by the partner countries. This approach seems to be a practicable one, as is evidenced by the fact that, during the term of the project, further learning venues from Poland, Hungary and Latvia have expressed an interest in the implementation of the CREDCHEM units of learning outcomes. At the level of national structuring of vocational education and training, national Project Advisory Councils have been constituted in the partner countries during the term of the project. These include the main branch associations and social partners as well as representatives of national VET policy. To this extent, CREDCHEM has become a reference and reflection framework for the negotiation of national ECVET strategies. The necessity of a strategic Acid base titration of acetic acid A, B Conductometric determination of ammonium chloride A, B Acid base titration of hydrochloric acid A, B Complexometric titration of zinc ions A, B, C Potentiometric titration of vinegar A, B, C 45 ECVET as a vehicle for better mobility? Moving from Recommendation to practice Europe. The young people highlighted the fact that they were in a better position to judge countryspecific differences and that it is possible to undertake a comparison of qualifications requirements, particularly between Luxembourg and Germany. The fact that these requirements are virtually identical enhanced work satisfaction for all project participants. The teaching staff also emphasised that expanding horizons with regard to the situation within a European context was also a positive experience for the trainees. The latter aspect was revealed via the constructive cooperation between trainees in the teaching process. The teaching staff also took a thoroughly positive view of the constructive specialist exchange which had taken place, both from a pedagogical and professional point of view. 5. Desirable developments From a school supervisory point of view, the exchange within the framework of VaLOGReg constituted an initial step in terms of piloting the extent to which qualifications can be acquired in another country within the scope of VET and whether permeability with regard to the competences of the occupations, credit transfer and certification are a viable route for providing cross-border training in a major region. This evidence was provided, as confirmed by the statements of all those involved (trainees/teaching staff/school heads/Schools Inspectorate). Against the background of demographic developments, the requirement for skilled workers and the fact that a cross-border exchange of skilled workers is part of the agenda within the Greater Region, it would be desirable if the experiences from VaLOGReg could provide a sustainable boost to cooperation between the respective learning venues and if cooperation and communication could be extended and thus implemented within everyday activities. One goal could be to synchronise teaching organisation and agreement of learning contents between the relevant “partner vocational schools” in such a way so as to make it possible to conduct exchanges over a longer period of time. Endeavours should be undertaken to achieve content coordination with regard to learning content, the time structuring of such content and the certification of the learning outcomes. This could alleviate the problem that there is a requirement for certain performances to be achieved once again within the respective home country or the necessity of following up on learning contents, something which has been stressed by both pupils and teaching staff. Such coordination in terms of content and organisation is a task which must be addressed and is something which would strengthen mobility in a sustainable way. This would make a major contribution within the Greater Region in terms of securing the supply of skilled workers and skills requirements. With regard to the European Credit System for Vocational Education and Training (ECVET), VaLOGReg has provided evidence that there is compatibility within the Greater Region in respect of qualifications and cooperation between learning venues. Evidence has also been provided, albeit to a limited extent, that learning outcomes can be credited and that credit points acquired within the respective qualifications systems are based on a valid foundation of employability oriented teaching/learning arrangements. Against the background of the European Education Area and within the context of the European Credit System for Vocational Education and Training, projects such as VaLOGReg are a fundamental prerequisite for firmly establishing a European way of thinking in both professional and content terms as well as in the heads of the population to the benefit of societal and economic development. 46 ECVET as a vehicle for better mobility? Moving from Recommendation to practice ECVET as an instrument for quality assurance Karin Küßner 1. Educational policy objectives at a European level Promoting the mobility of learners and employees, improving the recognition and transfer of the vocational competences they have acquired and securing the quality of educational systems for the long term are objectives which have been at the top of the educational policy agenda of the European member states for a number of decades. Although each EU country remains responsible for its own national educational policy, challenges are increasingly arising which affect all member states. These include demographic development, global competition and the increasing demand for well trained skilled workers whose competences require ongoing further development whilst taking account of the rapid changes to technological, economic and structural conditions. European educational cooperation is opening up an opportunity to develop joint solutions, exchange experiences and learn from one another. The aim of the new work programme “Strategic Framework for European Cooperation in Education and Training (ET 2020)” (c.f. COUNCIL CONCLUSIONS of 12 May 2010) is to continue the joint endeavour of making Europe “the most competitive and dynamic knowledge-based economy in the world” (objective of the Lisbon Strategy 2000-2010). The four strategic goals to be achieved by 2020 include the “realisation of lifelong learning and mobility” and the “improvement of the quality and efficiency of general education and vocational education and training”. In adopting the Strategic Framework, the EU Ministers of Education have also agreed certain implementation priorities for the coming years. These priorities relate both to new thematic areas and to fields in which the aim is to continue the cooperation which has already commenced. They include the creation of flexible learning pathways which also take account of informal and non-formal learning and facilitate more permeability facilitated by a learning outcomes orientation. The main focuses are on improving transparency and recognition of learning outcomes and increasing the mobility of learners and teaching staff. Phases of learning abroad, both within and outside Europe, should become the norm. In a Eurobarometer survey conducted at the start of 2011,13 53% of those interviewed between the ages of 15 and 35 stated that they were prepared to work and interested in working in another European country. With regard to the “generally recognised benefit of mobility for learning purposes”, the aim of the EU is to achieve a significant expansion of this mobility. A further objective is to use effective quality assurance systems to provide sustainable support for the attractiveness and efficiency of VET systems. The EU initiatives for the establishment of a European Qualifications Framework for Lifelong Learning (EQF), a European Credit Transfer System for Vocational Education and Training (ECVET) and a European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) have lent a new momentum to the implementation of the aims stated in the introduction above. One central aspect of European educational cooperation is the creation of “mutual trust” at the level of both educational systems and educational stakeholders. The aim is for standardised instruments and procedures and evaluation indicators to facilitate communication and understanding between educational stakeholders across systems and national borders as well as bringing about an increase in the quality of educational provision by improving recognition and permeability. Relevant instruments and procedures will, however, only meet with broadly based acceptance if they lead to practicable solutions and if transparent and clear quality assurance processes are in place. 13 Flash Eurobarometer Survey No. 319 A and B. 47 ECVET as a vehicle for better mobility? Moving from Recommendation to practice 2. Implementation in Germany Germany took an active role from the very outset in the development of a concept for the establishment of a European Credit Transfer System for Vocational Education and Training (ECVET) to promote the transparency, comparability, transferability and recognition of vocational qualifications and competences. The ECVET Recommendation of the European Parliament and of the Council of 18 June 2009 calls upon the member states to act “in accordance with national legislation and practice and on the basis of trials and testing” (EUROPEAN COMMISSION 2009a) to put suitable conditions in place which will enable ECVET gradually to be applied from 2012. Piloting in Germany is taking place within the scope of the DECVET pilot initiative14, which is funded by the Federal Ministry of Education and Research and will present its results in 2012, as well as within the context of transnational mobility measures. In order to support educational stakeholders in the practical piloting of ECVET within the context of transnational mobility measures, the National Agency Education for Europe has expanded its provision of services and acted on behalf of the Federal Ministry of Education and Research (BMBF) to set up the ECVET National Coordinating Agency in November 2010 15 . The following remarks on how ECVET can be used as a “technical framework” to increase the efficiency and quality of mobility measures mainly focus on the application area of transnational mobility. 3. Quality Charter for Mobility The EU adopted the European Quality Charter for Mobility (cf. EUROPEAN COMMISSION 2006b) as long ago as 2006. The charter provides a guide for the individual mobility of young people or young adults for the purpose of formal or non-formal learning. Alongside organisational and language aspects, the following quality criteria are highlighted. • Access to clear and reliable sources of information and guidance for mobility candidates • Clear information on the role and tasks of home and host organisations • The drawing up of a learning plan according particular consideration to language preparation to which the home and host organisation and participants all sign up • Coordination of the mobility phase taking personal learning pathways, skills and motivation of participants and further development into account • Stipulation of objectives and expected outcomes in the learning plan and of the way in which such objectives and outcomes are to be achieved and implemented including certification • Mentoring systems for mobility participants • Recognition and transfer of the learning mobility phase completed abroad if such a phase is an integral part of a formal study or training programme • Competence assessment which takes the results of informal learning into account as well as the outcomes of formal learning • Issuing of a suitable document which candidates can use to demonstrate their active participation and the achievement of learning outcomes in a sufficient and credible manner insofar as learning objectives are acquired within the framework of non-formal or informal learning • Evaluation of experiences gained by mobility participants together with the responsible organisations in order to review whether learning plan objectives have been achieved 14 The aim of DECVET – Development of a German Credit Transfer System for Vocational Education and Training” is the systematic piloting of a credit point system to facilitate the recording, transfer and crediting of learning outcomes from one area of the vocational education and training system to another. The plan is for practical pilot projects to serve as a basis for identifying possible potential areas for credit transfer in order to make a contribution towards increasing horizontal and vertical permeability at the interfaces within the dual system. Further information is available at: www.decvet.net. 15 Further information is available at: www.ecvet-info.de. See also the BMBF draft paper of 11 March 2011 on the piloting of ECVET within the context of transnational mobility in Germany: http://www.ecvetinfo.de/_media/110311_BMBF-Eckpunktepapier_Erprobung_ECVET.pdf. 48 ECVET as a vehicle for better mobility? Moving from Recommendation to practice • Preferably written agreement by all those involved (home and host organisations and the participants) regarding commitments and areas of responsibility arising as a result of these quality criteria The Recommendation on the Quality Charter for Mobility emphasises that the benefit of mobility is highly dependent on the quality of the general practical provisions in place, i.e. “on the preparation, support and recognition of the experience and qualifications acquired by participants during the study and training periods. The people and organisations involved can considerably improve the value of the mobility by careful planning and suitable evaluation” (EUROPEAN COMMISSION 2006a). 4. Quality assurance elements of the ECVET approach Even after more than 20 years of EU funding programmes, a lack of transparency and recognition of occupational competences acquired abroad, at other learning venues and in other learning contexts still represent a hindrance to mobility and permeability from the point of view of a large number of companies (cf. KÖRBEL/FRIEDRICH 2011). One central approach towards bringing about an improvement in the transparency and transfer of competences acquired in various learning contexts is the establishment of a general understanding of learning outcomes. The European Qualifications Framework for Lifelong Learning, EQF (cf. EUROPEAN COMMISSION 2008) defines learning outcomes as “statements of what a learner knows, understands and is able to do on completion of a learning process”. Learning outcomes are mapped via the categories of “Knowledge”, “Skills” and “Competence”. The specific definition of the terms “Knowledge”, “Skills” and “Competence” has created a joint standardised structure for their description and therefore also for the comparability of competences and qualifications. The aim over the coming years is to establish a common terminology and European taxonomy for competences and qualifications, as developed for the description of specific occupational competences on a stage-by-stage basis via such vehicles as the EU initiative ESCO (European Taxonomy of Skills, Competences and Occupations). Within the scope of ECVET, learning outcomes are clustered to form coherent units which can be evaluated, transferred and recognised. The prerequisite for this is that units of learning outcomes are structured in a comprehensible and logical manner and are thus capable of being monitored. The standardised description of units of learning outcomes forming the objective of a period of training spent abroad ensures that all those involved in the mobility phase, i.e. the home and host institutions and the learner, all have a joint and clear understanding of the outcomes which are expected following the implementation of the mobility measure. As well as facilitating the planning of a mobility measure, the specific description and stipulation of the learning outcomes aspired to also makes it possible to derive relevant measures for the structuring of the learning process and criteria for the evaluation of the target learning outcomes. The learning outcomes oriented ECVET approach provides a foundation which facilitates communication and cooperation between partner institutions and thus can assist in making more effective use of stays abroad. Within this process, the ECVET Recommendation states that it is not important where and how the expected learning outcomes consolidated within a unit have been acquired. This also makes it possible to render informally acquired competences more visible and thus especially allow the explicit mapping of the personal and social competences and the degree of autonomy and responsibility acquired in conjunction with a qualification. The European Qualifications Framework or national or sectoral qualifications frameworks serve as a reference framework for the description of units of learning outcomes and for the alignment of qualifications to reference levels. 5. ECVET instruments and the quality assurance cycle ECVET presents a “technical framework” which encompasses further instruments as well as a methodology for the description of units of learning outcomes including the alignment of points/credits and a credit transfer and accumulation process. The aim is for the Memorandum of Understanding, the learning agreement and the personal transcript of records to assist in securing the quality of the mobility measure at both an institutional and individual level. For this purpose, central quality assurance mechanisms contained within the Quality Charter for Mobility have been addressed and further developed within ECVET. 49 ECVET as a vehicle for better mobility? Moving from Recommendation to practice The aim of establishing partnerships and networks involving the responsible institutions is to facilitate the credit transfer of units of learning outcomes using ECVET credit points where appropriate. The partnership agreement (Memorandum of Understanding) is a voluntary agreement stipulating the prerequisites for a stay abroad between the host and home institutions in a formalised form, i.e. in writing, including the functions, roles and areas of responsibility of the organisations. In the Memorandum of Understanding, the educational establishments reach agreement on the procedural rules governing their cooperation. This extends to encompass criteria and processes for the quality assurance, evaluation, validation and recognition of learning outcomes. The aim of the learning agreement, which is concluded between the partner institutions and the mobile learner, is to describe the learning outcomes aspired to during the mobility phase in a clear and precise manner whilst taking the existing status of knowledge and skills into account. The learning agreement should also contain concrete measures for the implementation of the learning process, e.g. via the stipulation of specific work tasks and provisions regarding procedures and criteria for the evaluation by the host institution of the learning outcomes aspired to. In integrating all those involved in the process, the learning agreement provides learners with the assurance that, as long as expectations are met, their performance will be recognised without any additional evaluation or examination of the learning contents from the stay abroad. Learning agreements should guarantee that the host and home institutions and the learners are all informed of the objectives and conditions of the stay abroad and of their respective roles. The personal transcript of records documents the learning outcomes evaluated by the host institution including information on any reviews and ECVET or credit points which may have been awarded. The Europass Mobility, in which both formally acquired professional competences and personal and social competences which may have been obtained via an informal route are described, has already established itself as a tried and tested instrument of transparency in this regard.16 The personal transcript of records clearly documents the growth in learner competence during the stay abroad for all those involved. In addition to this, further quality assurance instruments for mobility measures have been developed and tested in ECVET pilot projects from the Leonardo da Vinci programme. One example of the securing of quality of implementation and documentation of learning outcomes acquired was the “logbook” used in the LaWA (“Living and working abroad”) project. The aim here is to facilitate documentation of learning outcomes to the greatest possible degree of validity as well as supporting communication between trainees and their home companies during the stay abroad (DIART 2009, p. 26). As part of training leading to the qualification of European nursery school teacher at the Institute for Social occupations in Ravensburg, special meetings are conducted to evaluate the learning stay and practical experiences.17 Individual field reports from the mobility participants can be used as an additional instrument to identify the strengths and any weaknesses of the mobility measure in order to enable these experiences to inform the planning of the next mobility scheme for the purpose of its optimisation. The extent to which credit points or credits – whether these are aligned towards the average duration of learning (workload) for the acquisition of learning outcomes or whether they map the relative value of a unit of learning outcomes as a percentage of the full qualification – make a contribution towards quality assurance and towards the improvement of transparency, comparability and the transfer of learning achievements cannot be evaluated until ECVET has been piloted in practice. The crucial factor is the establishment of the mutual trust “that a learning outcome from a different learning context is recognised because there is confidence in the quality of the overall context without having to check contents and examination procedures on an individual basis every time.” (SYBEN 2011, p. 34). 16 The structure and terminology of the EQF/ECVET learning outcome approach should be adopted in future as further development of the Europass Mobility or of the Europass Skills Passport, a document which is being discussed at a European level, takes place. 17 See http://www.ifsb.rv.schule-bw.de/TYPO3/index.php?id=417. 50 ECVET as a vehicle for better mobility? Moving from Recommendation to practice 6. “Added value” as a quality criterion for ECVET The ECVET instruments and procedures described support the application of the quality assurance and improvement cycle encompassing the areas of planning, implementation, evaluation/assessment and monitoring/review as set out in the Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training (EQARF). “The framework should contribute to quality improvement in VET and to increased transparency of, and consistency in, VET policy developments between Member States, thereby promoting mutual trust, mobility of workers and learners, and lifelong learning” (EUROPEAN COMMISSION 2009b). Alongside quality criteria and indicative descriptors for the application of the quality cycle, 10 reference indicators were stipulated. The aim is for these to support the member states and training providers in quality monitoring and improvement. The application of the ECVET set of instruments can be used to increase the number of participants in VET courses (indicator 3) via a process whereby learning outcomes acquired in other learning contexts are recorded, evaluated and transferred thus improving access to vocational education and training. ECVET can also assist in increasing the use in the workplace of knowledge acquired (indicator 6). Learning mobility phases abroad which lead to the acquisition of additional qualifications and international occupational competences (foreign languages, intercultural competences etc.) can make a sustainable contribution towards the improvement of individual employment opportunities. In summary, we may conclude that quality assurance of educational systems, institutions and provision and quality assurance of the mobility procedures are mutually complementary factors for the achievement of the European policy objective stated in the introduction. 7. Challenges for the further development of ECVET Criteria for securing the quality of transnational mobility measures also represent challenges for the stakeholders involved in implementing the process. These challenges vary according to the objective and context of the mobility phase. It is obvious that a considerable amount of development work still remains to be done regarding the specification and standardisation of the procedures and instruments (Memorandum of Understanding, learning agreement and personal transcript of records). This extends to encompass the development of a joint terminology, i.e. a description of learning outcomes for specific occupational profiles and for the valid recording and assessment of competences rather than merely relating to the development of a uniform structure. If the primary aim of learning mobility is the acquisition of additional qualifications and the expansion of personal and social competences, challenges arise in respect of the recognition of these competences particularly with regard to the recording and transparent documentation of the learning outcomes involved. If a mobility phase, which may be of longer duration, predominantly encompasses the acquisition of competences which are an integral component of the national curriculum, both issues regarding the transparency and “equivalence” of the learning outcomes and questions concerning the appropriateness, validity and reliability of examination procedures and testing criteria are of central importance to transfer and credit. Notwithstanding this, broadly based application of ECVET and therefore its acceptance requires further measures and endeavours at an educational policy and practical level with regard to the development of standards for the learning outcome oriented and competence based description of training courses and occupational profiles and the development of a joint terminology and of recognition and transfer mechanisms which are independent of learning times. We cannot expect that only a few years of the piloting of ECVET in selected branches and occupations (which in any case will probably involve sectors which are trend setting and willing to embrace innovation) will be sufficient to implement precisely tailored, efficient and sustainable procedures for the improvement of transparency, mobility and recognition in vocational education and training. Nevertheless, the results of many pilot projects show that the learning outcome oriented route embarked upon has added value for the educational establishments and learners involved with regard to the educational policy objectives formulated at the outset. Practitioners constantly emphasise that ECVET can only be successful as “provision”, “a set of technical rules” or as a “tool box” for the creation of mutual trust and the raising of the quality and 51 ECVET as a vehicle for better mobility? Moving from Recommendation to practice efficiency of mobility measures “if it is able to develop “manageable” and “low threshold” instruments and procedures which facilitate use by companies and other stakeholders not previously involved in the piloting” (EBERHARDT 2011, p. 3). This author goes on to state that the prerequisite for sustainable use is that this set of instruments “helps in the resolution of problem areas” and is “in demand in practice” (ibid., p. 4). Alongside the funding of pilot projects for the development of user friendly procedures, it is also necessary to establish sustainable strategies for increasing the quality and supply of mobility measures at an educational establishment level. There is no doubt that transnational mobility of educational staff can take on a multiplier function within this process. LITERATURE DIART, Martin (2009): Potentiale des ECVET für die grenzüberschreitende Verbundausbildung im Handwerk [Potential of ECVET for cross-border cooperative training in the craft trades]. Cologne EBERHARDT, Christiane (2011): BIBB-Berufsbildungskongress, AK 5.3: Credit-Systeme für das lebenslange Lernen. Resumé: Rahmenbedingungen zur Nutzung von Creditsystemen in der Berufsbildung vom 20.09.2011 [BIBB Vocational Education and Training Congress, Working Group 5.3: Credit systems for lifelong learning. Résumé: general conditions for the use of credit systems in vocational education and training of 20 September 2011] http://www.bibb.de/dokumente/pdf/Ak_5_3_Eberhardt_neu.pdf EUROPEAN COMMISSION (2008): Recommendation of the European Parliament and of the Council of 23 April 2008 on the Establishment of the European Qualifications Framework for Lifelong Learning. EUROPEAN COMMISSION (2009a): Recommendation of the European Parliament and of the Council of 18 June 2009 on the Establishment of a European Credit System for Vocational Education and Training (ECVET) EUROPEAN COMMISSION (2009b): Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training (2009/C 155/01). EUROPEAN COMMISSION (2006a): Recommendation of the European Parliament and of the Council of 18 December 2006 on transnational mobility within the Community for education and training purposes: European Quality Charter for Mobility EUROPEAN COMMISSION (2006b): Recommendation of the European Parliament and of the Council of 18 December 2006 on transnational mobility within the Community for education and training purposes: European Quality Charter for Mobility (2006/961/EC) KÖRBEL, Markus/FRIEDRICH, Werner (2011): Verdeckte Mobilität in der beruflichen Bildung [Hidden mobility in vocational education and training]. Bonn COUNCIL CONCLUSIONS of 12 May 2009 on a Strategic Framework for European Cooperation in Education and Training (“ET 2010”) SYBEN, Gerhard (2011): Chancen und Hemmnisse für Leistungspunkte in der beruflichen Bildung der Bauwirtschaft [Opportunities for and hindrances to credit points in vocational education and training in the construction sector]. Wissenschaftliche Diskussionspapiere des BIBB [BIBB Academic Research Discussion Papers], Issue 129, Bonn 52 ECVET as a vehicle for better mobility? Moving from Recommendation to practice A view to the neighbour: ECVET in Austria – concepts, experiences, perspectives Karin Luomi-Messerer 1. ECVET and the Austrian vocational education and training system The system of initial vocational training at upper secondary level in Austria enjoys a high degree of significance. Around 80% of young people in year 10 of schooling are in a vocational training course, approximately half of whom are in school based VET (at intermediate and higher vocational schools) and in apprenticeship training (within the dual system) respectively. Although the result of the 2007 consultation process revealed that the introduction of ECVET is fundamentally viewed as positive, it was emphasised from the very outset that a version should be chosen which best corresponds to the requirements of the vocational education and training system at upper secondary level. Since Austria has not previously had any experience with credit point systems in the field of VET, the Austrian Federal Ministry for Education, Arts and Culture (BMUKK) set up a number of activities in the wake of the consultation process in order to explore the opportunities for using ECVET in Austria and to support the implementation of such a transparency instrument. These activities included, for example, the setting up of an informal ECVET expert group, the organisation of events to debate implementation scenarios with a larger group of stakeholders and the sounding out of the implementation of ECVET within the scope of the given prevailing general conditions. Austrian institutions are also involved in transnational ECVET pilot projects, in some cases with additional support from the BMUKK or other relevant organisations. As early as 2002, for instance, the BMUKK initiated the VQTS project (Vocational Qualification Transfer System – www.vocationalqualification.net18) within the scope of the Leonardo da Vinci Programme and with the aim of working together with Austrian and European project partners on the development of a methodological approach to the transfer of competences acquired within the framework of a period of time spent abroad during vocational education and training. The aim of the present paper is to shed light on the general conditions, perspectives and previous experiences relating to the introduction of ECVET in initial vocational education and training in Austria. For this purpose, it will begin by outlining the main results of the study into the “ECVET suitability” of vocational education and training before moving on to present the Austrian strategy for using ECVET and current activities relating to its implementation. 2. ECVET suitability of initial vocational education and training in Austria In 2007, the BMUKK commissioned a study to review the “ECVET suitability” of initial vocational education and training in order to prepare for the implementation of ECVET in Austria (LuomiMesserer & Tritscher-Archan 2008). The aim was to use the ECVET consultation paper as a basis for identifying beneficial as well as in particular unfavourable factors within the prevailing legal and organisational general conditions and highlight areas where adaptations may need to be undertaken. Particular reference was made to the description of qualifications on the basis of learning outcomes and learning units, the alignment of ECVET points and the transfer process (recognition of learning 18 The VQTS approach and further results from the VQTS projects also form the basis for a series of innovation transfer projects funded within the scope of the Programme for Lifelong Learning. 53 ECVET as a vehicle for better mobility? Moving from Recommendation to practice performances). Because of the structure of initial training in Austria, school based VET and the area of apprenticeships each need to be considered separately. The duality of apprenticeship training also means that a distinction must be drawn between the company-based and school based elements. Learning outcomes and units In both VET pathways, learning outcome oriented descriptions of qualifications are only available in some cases and in neither is any structuring of units within the meaning of ECVET in place. • In school curricula, which are structured on the basis of objectives of teaching, input oriented descriptions prevail. Although descriptions of learning outcomes are frequently contained within the educational goals of the individual training programmes or within the descriptions of educational and teaching tasks, they are almost always extremely abstract, unsystematic and mostly do not relate to monitoring criteria. A number of initiatives have already been launched for the development of learning outcome oriented descriptions of qualifications from school based vocational training, something which is also highly significant within the context of the development of the Austrian National Qualifications Framework. These include work on educational standards in vocational education and training (since 200519) and the design of competence based and learning outcome oriented curricula (a “Guide for the structuring of competence based and learning outcome oriented curricula for higher vocational schools” has, for example been issued – BMUKK 2010). Although these initiatives are beneficial to the implementation of ECVET with regard to the required learning outcome orientation, they have not yet exerted effect. • In training regulations relating to the field of apprenticeships, the occupational profile already displays a structure based on knowledge and skills. The occupational profile, which is also included in the training regulations, lists the competences which apprentices should be able to execute in a professional, autonomous and independent way following completion of their company based and school based training. This means that, for the company based element of training, the foundations are laid for the description of qualifications on the basis of learning outcomes. Further development of these descriptions would, however, be necessary. Modularisation, which was firmly established in the Austrian Vocational Training Act (BAG) in January 2006, represented the first step towards structuring a qualification in units, even if the Austrian concept deviates somewhat from the usual definitions of modularisation applied in Europe. A number of occupational fields are also displaying a more marked sub-division into units and sub-units. This is something which can prove beneficial to the implementation of ECVET. By way of contrast, the curricula for the school based element of training have been largely input oriented up until now. In future, however, the expectation is that there will be a greater alignment to learning outcomes. The “duality” of the two parts of training is proving to be a challenge for the implementation of ECVET. Learning outcomes or learning contents are described in separate documents, and separate bodies are also responsible for these. ECVET points No experience with credit points has thus far been acquired in initial vocational education and training. Only hours per week or training years are stated. In the area of apprenticeships, the absence of a joint description of learning outcomes (without separation into school based and company based elements) would also constitute a major barrier to the awarding of credit points. Transfer process There is in both areas a fundamental openness with regard to the recognition of stays abroad during initial VET, although the focus is much more on the duration of a period spent abroad than on the competences acquired. 19 See http://www.bildungsstandards.berufsbildendeschulen.at. 54 ECVET as a vehicle for better mobility? Moving from Recommendation to practice • In the Austrian school system, this openness manifests itself via such mechanisms as regulations regarding exemption from teaching and the transfer of higher education semesters or school years entirely completed in a foreign language abroad. Pupils who are able to demonstrate that they have completed between at least five months and up to a whole school year in a foreign language abroad (German speaking foreign countries do not count!) are, for example, automatically entitled to progress to the next class. In the case of a shorter period of absence during schooling, an examination takes place of objects of teaching for which the responsible member of teaching staff is unable to arrive at a sure assessment of performance on the basis of the available opportunities. In such cases, pupils are required to catch up appropriately on what they have missed. Shorter periods spent abroad currently frequently take place within the scope of compulsory practical placements, which are largely organised outside school based teaching and which cannot be included in the assessment process. • Training stays abroad can also be recognised in the field of apprenticeships without time consuming validation procedures or without any requirement to repeat examinations if certain time periods are complied with. In the case of a “posting” (such as to a company location abroad or within the scope of cross-border training networks), training times abroad of up to a maximum of ten months per training year are possible. Within this process, training abroad is viewed as an integral component of training in the home country. In addition to this, it is also possible to spend a number of months per training year abroad within the scope of international training programmes. Such a stay does not then lead to an extension of the apprenticeship period. In 2010, the opportunity to transfer relevant periods of occupational training to the apprenticeship was increased from a maximum of four months to a maximum of six months20. Challenges with regard to mobility arise, however, due to the duality of areas of responsibility and learning venues. In the company, competences are imparted within the everyday working routine, during which learning situations are regularly repeated (e.g. processing workpieces, executing work orders etc.). For this reason, the point in time at which competences are taught is more variable if compliance with the time schedules set out in the training regulations is maintained. Vocational schools, on the other hand, align themselves to curricula in which the various topics are not taught more than once. 3. ECVET for mobility in vocational education and training – the Austrian approach Despite the openness of the Austrian VET system described above, mobility stays by apprentices and pupils at intermediate or higher vocational schools tend to be the exception rather than the rule. Longer term stays abroad in particular, i.e. periods which extend beyond two or three weeks and provide “qualifying” mobility, are comparatively rare. Examples of the reasons for this are the age of the learners (most trainees in VET are still under 18), a lack of support structures (there is no central mobility coordinating body in Austria) or language and financial barriers. A further significant background reason, however, lies in the difficulty in comparability or lack of compatibility of Austrian and foreign educational systems and programmes. The introduction of ECVET, however, brings in its wake the attendant expectation that it will be possible to increase transparency and thus comparability. This is also the reason for the alignment of the Austrian Strategy for the application of ECVET. In 2009, a BMUKK strategy paper stated that ECVET in Austria should be deployed as an instrument for the promotion of transnational mobility in formal initial and continuing training (BMUKK 2009)21. 20 See Reform to the Austrian Vocational Training Act 2010 (§ 27c BAG) at http://www.bmwfj.gv.at/Berufsausbildung/LehrlingsUndBerufsausbildung/Documents/BAGNovelle%202010.pdf. 21 See also Nöbauer 2011. ANNEX I DEFINITIONS For the purposes of this recommendation, the following definitions shall apply: (a) ‘Qualification’ means a formal outcome of an assessment and validation process which is obtained when a competent institution determines that an individual has achieved learning outcomes to given standards; (b) ‘Learning outcomes’ means statements of what a learner knows, understands and is able to do on completion of a learning process and which are defined in terms of knowledge, skills and competence; (c) ‘Unit of learning outcomes’ (unit) means a component of a qualification, consisting of a coherent set of knowledge, skills and competence, that can be assessed and validated; (d) ‘Credit for learning outcomes’ (credit) means a 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; (e) ‘Competent institution’ means an institution which is responsible for designing and awarding qualifications or recognising units or other functions linked to ECVET, such as allocation of ECVET points to qualifications and units, assessment, validation and recognition of learning outcomes, under the rules and practices of participating countries; (f) ‘Assessment of learning outcomes’ means methods and processes used to establish the extent to which a learner has in fact attained particular knowledge, skills and competence; (g) ‘Validation of learning outcomes’ means the process of confirming that certain assessed learning outcomes achieved by a learner correspond to specific outcomes which may be required for a unit or a qualification; (h) ‘Recognition of learning outcomes’ means the process of attesting officially achieved learning outcomes through the awarding of units or qualifications; (i) ‘ECVET points’ means a numerical representation of the overall weight of learning outcomes in a qualification and of the relative weight of units in relation to the qualification. EN C 155/14 Official Journal of the European Union 8.7.2009 ANNEX II ECVET — PRINCIPLES AND TECHNICAL SPECIFICATIONS ECVET is a technical framework for the transfer, recognition and, where appropriate, accumulation of individuals’ learning outcomes with a view to achieving a qualification. ECVET tools and methodology comprise the description of qualifi cations in terms of units of learning outcomes with associated points, a transfer and accumulation process and complementary documents such as learning agreements, transcripts of records and ECVET users’ guides. ECVET is intended to facilitate the recognition of learning outcomes in accordance with national legislation, in the framework of mobility, for the purpose of achieving a qualification. It should be noted that ECVET does not imply any new entitlement for citizens to obtain the automatic recognition of either learning outcomes or points. Its application for a given qualification is in accordance with the legislation, rules and regulations applicable in the Member States and is based on the following principles and technical specifications: 1. Units of learning outcomes A unit is a component of a qualification, consisting of a coherent set of knowledge, skills and competence that can be assessed and validated with a number of associated ECVET points. A qualification comprises in principle several units and is made up of the whole set of units. Thus, a learner can achieve a qualification by accumulating the required units, achieved in different countries and different contexts (formal and, where appropriate, non-formal and informal), while respecting national legislation relating to the accumulation of units and the recognition of learning outcomes. The units that make up a qualification should be: — described in legible and understandable terms by referring to the knowledge, skills and competences contained in them, — constructed and organised in a coherent way with regard to the overall qualification, — constructed in a way that enables discrete assessment and validation of learning outcomes contained in the unit. A unit may be specific to a single qualification or common to several qualifications. The expected learning outcomes defining a unit may be achieved irrespective of where or how these have been achieved. Thus, a unit is not to be confused with a component of a formal learning programme or training provision. The rules and procedures for defining characteristics of units of learning outcomes and for combining and accumulating units for a given qualification are defined by competent institutions and partners involved in the training process according to the national or regional rules. The specifications for a unit should include: — the generic title of the unit, — the generic title of the qualification (or qualifications) to which the unit relates, where applicable, — the reference of the qualification according to the EQF level and, where appropriate, the national qualifications framework (NQF) level, with the ECVET credit points associated with the qualification, — the learning outcomes contained in the unit, — the procedures and criteria for assessment of these learning outcomes, EN 8.7.2009 Official Journal of the European Union C 155/15 — the ECVET points associated with the unit, — the validity in time of the unit, where relevant. 2. Transfer and Accumulation of learning outcomes, ECVET partnerships In ECVET, units of learning outcomes achieved in one setting are assessed and then, after successful assessment, trans ferred to another setting. In this second context, they are validated and recognised by the competent institution as part of the requirements for the qualification that the person is aiming to achieve. Units of learning outcomes can then be accumulated towards this qualification, in accordance with national or regional rules. Procedures and guidelines for the assessment, validation, accumulation and recognition of units of learning outcomes are designed by the relevant competent institutions and partners involved in the training process. Credit transfer based on ECVET and applied to learning outcomes achieved in formal learning contexts should be facilitated by establishing partnerships and networks involving competent institutions, each of which is empowered, in their own setting, to award qualifications or units or to give credit for achieved learning outcomes for transfer and validation. The establishment of partnerships aims to: — provide a general framework of cooperation and networking between the partners, set out in Memoranda of Understanding (MoU) through which a climate of mutual trust is established, — assist the partners in the design of specific arrangements for credit transfer for learners. The MoU should confirm that the partners: — accept each other's status as competent institutions, — accept each other's quality assurance, assessment, validation and recognition criteria and procedures as satisfactory for the purposes of credit transfer, — agree the conditions for the operation of the partnership, such as objectives, duration and arrangements for review of the MoU, — agree on the comparability of qualifications concerned for the purposes of credit transfer, using the reference levels established by EQF, — identify other actors and competent institutions that may be involved in the process concerned and their functions. For applying ECVET to learning outcomes achieved in a non-formal and informal learning context or outside the framework of an MoU, the competent institution which is empowered to award qualifications or units or to give credit should establish procedures and mechanisms for the identification, validation and recognition of these learning outcomes through the award of the corresponding units and the associated ECVET points. 3. Learning agreement and personal transcript For applying credit transfer involving two partners and a specific mobile learner, a learning agreement is concluded by the two competent institutions involved in the training and validation process and the learner, in the framework of an MoU. It should: — distinguish between competent ‘home’ and ‘hosting’ institutions ( 1 ), — specify the particular conditions for a period of mobility, such as the identity of the learner, the duration of the mobility period, learning outcomes expected to be achieved and the associated ECVET points. EN C 155/16 Official Journal of the European Union 8.7.2009 ( 1 ) The ‘home’ institution is the institution which will validate and recognise learning outcomes achieved by the learner. The ‘hosting’ institution is the one that delivers training for the learning outcomes concerned and assesses the achieved learning outcomes. The learning agreement should lay down that, if the learner has achieved the expected learning outcomes and these have been positively assessed by the ‘hosting’ institution, the ‘home’ institution should validate and recognise them as part of the requirements for a qualification, according to the rules and procedures established by the competent institution. Transfer between partners can apply to learning outcomes achieved in formal and, where appropriate, non-formal and informal contexts. Thus, the transfer of credit for achieved learning outcomes has three stages: — the ‘hosting’ institution assesses the learning outcomes achieved and awards credit to the learner; the learning outcomes achieved and the corresponding ECVET points are recorded in a learner's ‘personal transcript’ ( 1 ), — the ‘home’ institution validates the credit as a suitable record of the learner's achievement, — the ‘home’ institution then recognises the learning outcomes that have been acquired; this recognition gives rise to the award of the units and their corresponding ECVET points, according to the rules of the ‘home’ system. Validation and recognition by the competent ‘home’ institution depend on the successful assessment of learning outcomes by the competent ‘hosting’ institution, in accordance with the agreed procedures and quality assurance criteria. 4. ECVET points ECVET points provide complementary information about qualifications and units in numerical form. They have no value independent of the acquired learning outcomes for the particular qualification to which they refer and they reflect the achievement and accumulation of units. To enable a common approach for the use of ECVET points, a convention is used according to which 60 points are allocated to the learning outcomes expected to be achieved in a year of formal full time VET. In ECVET the allocation of points usually has two phases: ECVET points are allocated first to a qualification as a whole and then to its units. For a given qualification, one formal learning context is taken as a reference and, on the basis of the convention the total number of points is assigned for that qualification. From this total, ECVET points are then allocated to each unit according to their relative weight within the qualification. For qualifications which do not have a formal learning pathway reference, ECVET credit points can be allocated through estimation by comparison with another qualification which has a formal reference context. To establish the comparability of the qualifications, the competent institution should refer to the equivalent EQF level or, possibly, NQF level, or to the similarity of the learning outcomes in a closely related professional field. The relative weight of a unit of learning outcomes, with regard to the qualification, should be established according to the following criteria or to a combination thereof: — the relative importance of the learning outcomes which constitute the unit for labour market participation, for progression to other qualification levels or for social integration, — the complexity, scope and volume of learning outcomes in the unit, — the effort necessary for a learner to acquire the knowledge, skills and competence required for the unit. The relative weight of any given unit common to several qualifications, as expressed in ECVET points, may vary from one of these qualifications to another. Allocations of ECVET points are normally part of the design of qualifications and units. They are produced by the competent institution responsible for the design and maintenance of the qualification or specifically empowered for this task. In countries where there is already a national system of points, the relevant competent institutions establish arrangements for the conversion of national credit points to ECVET points. EN 8.7.2009 Official Journal of the European Union C 155/17 ( 1 ) A personal transcript is a document which details the learners’ assessed learning outcomes, units and ECVET points awarded. The successful achievement of a qualification or of a unit triggers the award of the associated ECVET points, indepen dently of the actual time required to achieve them. Usually the transfer of a unit entails the transfer of the corresponding ECVET points so that they are included when the transferred learning outcomes are recognised, in accordance with national or regional rules. It is up to the competent institution to reconsider, where necessary, the ECVET points to be taken into account, as long as the rules and methodologies which are laid down for this purpose are transparent and underpinned by quality assurance principles. Any qualification acquired through non-formal or informal learning for which a formal learning pathway reference can be identified, and the corresponding units, carry the same ECVET points as the reference, since the same learning outcomes are being achieved. EN C 155/18 Official Journal of the European Union 8.7.2009 Seite 1 von 6 Status: 11.03.2011 BMBF Concept Paper on testing ECVET in the context of transnational mobility in Germany This Concept Paper was discussed in detail by the ECVET Advisory Board and defines the framework within which ECVET will be tested in the context of transnational mobility in Germany until 2013. 1. European Framework Conditions The objective of establishing a European education area within the framework of the EU 2020 process as agreed by the Heads of Government emphasizes the significance of education and particularly of vocational education for the development of a European education and labour market. The EU is focusing its attention on: • Promoting lifelong learning, • Improving mobility between the different educational pathways, • Achieving the transparency, transferability and recognition of (final) qualifications and • Increasing transnational mobility to achieve a European education and labour market. The implementation of the European Credit System for Vocational Education and Training (ECVET) is the key instrument for realizing these objectives along with the development of a European Qualifications Framework (EQF) and a European Reference Framework for Quality Assurance in Vocational Education and Training (EQAVET). The aim of the corresponding recommendations (of the European Parliament and the Council) is to provide European stakeholders in the field of education with practical instruments to implement the EQF, EQAVET and ECVET and at the same time to promote mutual confidence in the quality of national educational programmes and systems. The ECVET vocational training instrument is currently being tested throughout Europe until 2013. The broad practical experience gained will then be used to draft proposals for optimizing ECVET and revising the ECVET recommendation As far as the implementation of ECVET in the Member States is concerned, the ECVET recommendation explicitly states that national legislation and framework conditions must be Seite 2 von 6 taken into consideration. In Germany’s case, there is agreement that implementation will take place within the framework of the existing vocational training system, retaining the occupation principle and the aim of acquiring comprehensive vocational skills. 2. Objectives of the ECVET trials in Germany Germany is pursuing specific aims with ECVET on the basis of the European framework conditions stated above: • Promoting transparency and flexibility through a learning outcomes orientation A consistent focus on learning outcomes forms the basis for promoting transparency, mobility and flexibility in the educational sector and thus also for promoting ECVET as an instrument for implementing these objectives. The description of vocational qualifications and curricula based on learning outcomes makes it easier to read, understand and thus compare qualifications. Outcome orientation is noticeably becoming a standard in training, vocational training and higher education; it represents a major precondition for the recognition of acquired competences in other educational contexts. Furthermore, the improved readability and comparability of vocational qualifications also contribute to a higher level of recognition on the European labour market. • Qualitative improvement of skills acquired in mobility measures Outcome orientation and the systematic use of ECVET’s range of instruments (partnership agreement, learning agreement, individual record of achievement) will mean that mobility measures – particularly in initial training – have closer and more precise links with training in Germany. This can produce a qualitative improvement in the skills acquired in mobility measures. • Efficient use of learning periods A clear(er) description of learning outcomes including their validation and documentation contributes significantly to ensuring that those parts of vocational training completed abroad ( i.e. know how, skills and competence acquired abroad in accordance with the Vocational Training Act (BBiG), Section 2 Para 3) do not have to be repeated at home. This is helped by the ECVET partnership which is based on mutual trust. Seite 3 von 6 3. Guidance for testing ECVET in Germany The trials involving ECVET up to 2013 are based on the following points: • Transnational Mobility: ECVET is to be tested within the framework of the promotion of transnational mobility. The Federal Government, Länder and two sides of industry thereby support the respective educational stakeholders, multipliers, education institutions and learners in applying the ECVET principles and instruments to encourage longer stays abroad and to improve the quality of these mobility phases. • Formal Qualifications: The trials are to concentrate on formal qualifications in particular, i.e. skills acquirement during a regular training course (including additional qualifications) in order to facilitate the development of pragmatic, transferable principles and procedures. The application of ECVET in mobility measures in initial training and in Innovation Transfer Projects (ITP), which refer to initial vocational training and state regulated continued training, represents a national funding priority. • Skills Orientation of Learning Outcomes: Measures to test ECVET are to focus on learning outcomes based on the acquirement of vocational skills. The aim is to develop a common European terminology to improve the transparency and comparability of learning outcomes. During the ECVET test phase, the transnational partners are to use the EQF classification as the common basis for describing the learning outcomes (know how, skills and competences) gained within the framework of transnational mobility. A guide will be provided to ensure comparability with German Qualifications Framework terminology. • Definition of Learning Outcome Units: The definition of learning outcome units is the precondition for the transfer and recognition of competences gained in a different learning and working context. The basis for defining a learning outcome unit will be a complex qualifications unit. On the basis of occupationspecific work and business operations, the partners to a learning agreement can define corresponding learning outcomes with regard to concrete tasks and work projects, describe these in terms of learning outcomes and relate them to existing regulatory instruments. This Seite 4 von 6 means that the duration of a learning outcome unit depends on the knowledge and skills to be acquired to attain this learning outcome. To simplify the transfer process, credit points can be determined for the respective learning unit according to the respective national conditions. The aim of a mobility measure may be the attainment of learning outcomes which refer predominantly to existing regulatory instruments in the respective partner countries; however, it may also involve the attainment of additional qualifications. • Responsible Institutions/Bodies: The application of ECVET instruments is the responsibility of the transnational partnerships. The definition of learning outcome units and the award of credit points are the responsibility of the respective stakeholders, i.e. the sending and receiving education institutions. The Memorandum of Understanding (MoU) only places an obligation on the partners, however. The representatives of the two sides of industry and the industrial organizations, particularly the chambers, accompany the process as required and are involved at an early stage. • Assessment, Validation, Documentation of the Learning Outcomes: According to the ECVET recommendation, accumulation and recognition take place in accordance with the respective national particularities. In the ECVET test phase, the partners will assess, validate and document the agreed learning outcomes on the basis of mutual trust. The selection of the validation procedures is the responsibility of the partners. If necessary, certification procedures can be developed involving the participation of the competent agencies. • Award of Credit Points: The award of credit points for learning outcome units is not absolutely necessary for the transfer and validation of learning outcomes. The ECVET test phase need not include an obligatory and systemic award of credit points. In view of the importance of ECVET and credit points in the partner countries, however, credit points may be determined for the respective learning units. • System Convergence with ECTS: Possible convergence with ECTS does not have priority at the present time when testing the ECVET in the context of transnational mobility. In the medium to long term, the principles and procedures (that may be) developed in the course of the ECVET test phase Seite 5 von 6 should also relate to improving the validation and flexibility of higher education qualifications. The bias towards learning outcomes may represent the binding element between the different credit point systems. 4. Support for the ECVET Test Phase in Germany ECVET represents a priority in the EU’s Programme for Lifelong Learning (PLL), both at European and national level. Educational stakeholders in companies and schools often require support when testing ECVET within the framework of corresponding transnational mobility and innovation transfer projects. For this purpose, the BMBF has commissioned the National Agency Education for Europe at the Federal Institute for Vocational Education and Training (NA at BIBB) to set up the ECVET National Coordination Office. The central task of the National Coordination Office, which has been set up, is to advise education providers and support them in the development of practical instruments and in the development of a common, uniform understanding of learning outcomes. Key areas of the work of the National Coordination Office are: • Using the Internet and informational events to present relevant information on ECVET principles, procedures and instruments for specific target groups, • Advising educational stakeholders on the use of ECVET within the framework of transnational mobility; promoting dialogue and the exchange of experience, • Supporting the development of a “common language” and terminology when testing ECVET, • Developing a guide to ensure the comparability of the EQF classification and the German Qualifications Framework terminology, • Cooperating on the development of practical instruments to define learning outcome units and describe learning outcomes as well as on the development of standards and criteria for the evaluation and documentation of learning outcomes, • Disseminating examples of good practice, • Promoting the use of quality assurance mechanisms, 6 8. Who formulates learning outcomes and defines units of learning outcomes? On the one hand, learning outcomes can be formulated within the framework of international mobility by an educational institution, i.e. supply-oriented, or, on the other hand, they can be determined, formulated, tested and evaluated by the partner institutions in a joint process. Feedback loops or the establishment of a consulting committee can serve as quality assurance measures. 9. How are learning outcomes described? Learning outcomes can be described "holistically" within the framework of a coherent description as a continuous text (Table 3) or as a matrix, subdivided into individual elements of knowledge, skills and competence (Table 4). A detailed description of learning outcomes in the form of a matrix has the advantage that it enables a better comparison with the respective national curricula and is more clearly structured with regard to the subsequent assessment of learning outcomes. It has the disadvantage that it can possibly lead to overlaps and redundancies when describing several units of learning outcomes (particularly when describing personal and social competences). A description in the form of a continuous text has the advantage that the relationships between the individual categories of competences become clear (description of vocational competence: "The whole is more than the sum of its parts"). It is the task of the partners to agree on the type of description. The title of a unit of learning outcomes should be clear and comprehensible for all persons involved (partner institutions, learners) and it should reflect the content of the unit. Furthermore, the level of the unit of learning outcomes is to be noted separately. 10. How are units of learning outcomes assessed, validated and recognized? The agreements of the partners in a mobility action are decisive for the assessment, validation and recognition2 of learning outcomes against the background of the valid national regulations and practices in the participating states. For this purpose, the partners must agree on criteria for quality assurance in good time. Assessment of learning outcomes means methods and processes used to establish the extent to which a learner has in fact attained particular knowledge, skills and competence; Validation of learning outcomes means the process of confirming that certain assessed learning outcomes achieved by a learner correspond to specific outcomes which may be required for a unit or a qualification; Recognition of learning outcomes means the process of attesting officially achieved learning outcomes through the awarding of units or qualifications. 2 Recommendation of the European Parliament and Council on the Establishment of a European Credit System for Vocational Education and Training, 2009 7 The partners are responsible for selecting the procedure for determining and assessing competences. In order to validate and recognize learning outcomes which have been achieved in a different learning context, it is necessary to determine that the learner has actually acquired the competences which have been taught and which are intended. The selection of the method(s) of assessment should be appropriate to the competences to be determined. In the course of the assessment procedure, it is not only possible to assess learning outcomes that are defined in a formal unit of learning outcomes in accordance with the national qualifications system, but also cross-occupational competences which have been acquired during the stay abroad. 11. How are learning outcomes documented? The Europass Mobility document can be used to document and validate the knowledge, skills and competences acquired during the mobility phase. (cf. Table 5) 12. What is the relevance of ECVET points? ECVET points can be determined for a unit of learning outcomes in accordance with the relative "value" of the unit of learning outcomes measured on the basis of the starting qualification. The value of the unit of learning outcomes for the qualification in the host country is decisive for the transfer of ECVET points. The allocation of points for units of learning outcomes is not necessarily demanded for the transfer and validation of learning outcomes (in Germany). Links: Using ECVET for Geographical Mobility. Part II of the ECVET User's Guide: http://www.ecvet-projects.eu/Documents/ECVET_Mobility_Web.pdf Get to know ECVET better – questions and answers. http://ec.europa.eu/education/lifelong-learning-policy/doc/ecvet/faq_en.pdf Europass Mobility: www.europass-info.de Bibliography: Lernergebnisse (Learning Outcomes) in der Praxis. Ein Leitfaden. Published by the DAAD, Bonn 2008. Leitfaden zur Beschreibung von Lernergebnissen. Gabriele Grün et al. in cooperation with ZOOM-Project partnership (www.zoom-eqf.eu). October 2009 Contact: If you have any questions or suggestions, please call us or send us an e-mail: National Contact Point ECVET National Agency „Education for Europe“ in the Federal Institut for Vocational Training 53142 Bonn Tel.: +49 (0) 228-107-1682 / -1631 E-mail: kuessn[email protected] and p[email protected]e Internet: www.ecvet-info.de Bonn, 1st August 2011 8 Annex Table 1: List of verbs based on Bloom’s Taxonomy (Bloom 1972) Bloom distinguishes between six cognitive levels with increasing levels of complexity: Examples of active verbs are listed at each level: 1. Knowledge Being able to recall and pass on information as precisely as possible. Examples of active verbs at this level: Arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state 2. Comprehension: Being able to interpret information and relate and summarize it in one's own words Examples of active verbs at this level: Classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalize, give example(s), identify, indicate, infer, locate, paraphrase, predict, recognize, review, rewrite, select, summarize, translate 3. Application: Being able to apply abstractions (rules, methods, etc.) in concrete situations Examples of active verbs at this level: Calculate, demonstrate, develop, interpret, judge, modify, organize, predict, select, sketch, transfer 4. Analysing: Being able to break down ideas or problems into simpler parts and compare Examples of active verbs at this level: Analyse, appraise, compare, conclude, determine, discriminate, experiment, illustrate, infer, test 5. Evaluating: Being able to compile component ideas into a new whole Examples of active verbs at this level: Argue, assess, compare, decide, evaluate, predict, recommend, summarize, validate 6. Creating: Being able to make a qualified judgement Examples of active verbs at this level: Argue, arrange, expand, relate, generalize, generate, combine, join ----------------------------------------------------------------------------------------------------------------------------------- Further joband branch-specific verbs are to be added to this list in order to describe practical skills, e.g. assemble (components); install and configure (software programmes); prepare and divide into portions (food). ---------------------------------------------------------------------------------------------------------------------------------- The following is a list of exemplary verbs for formulating learning outcomes at the psychomotoric domain (Dave 1970, Simpson, 1972): 1. Imitation: The ability to observe and imitate the behaviour of another person Examples of active verbs at this level: Perform under supervision 2 Manipulation: The ability to reproduce actions from instructions and practice Examples of active verbs at this level: Perform, participate, assist – according to instructions 9 3 Precision: Perform a task autonomously Examples of active verbs at this level: Implement, handle, complete, perform – autonomously 4 Articulation: The ability to coordinate and modify several actions by combining several skills in order to meet special requirements or solve a problem Examples of active verbs at this level: Adapt, develop, design, alter, coordinate 5 Naturalization: The internalizing of processes: skills are combined consistently and can be performed "without thinking" Examples of active verbs at this level: Adapt, adjust, transfer Examples of verbs in the field of affective domain (Krathwohl, 2002) are: 1 Receiving: Willingness to note information Examples of active verbs at this level: Listen, show, hold in esteem 2 Responding: Voluntary, active participation in learning/working; e.g. participation in group discussions Examples of active verbs at this level: Support, participate, practise, cooperate, integrate 3 Valuing: Ability to judge the worth of material against stated criteria Examples of active verbs at this level: Question, adapt to, take into consideration 4 Organization of values: Individual processing of (often conflicting) values to form an organized structure, beginning of an internalization of these values Examples of active verbs at this level: Differentiate, judge, dispute, organize 5. Characterization by value set: the individual has a stable system of values regarding convictions, opinions and attitudes which steer her/his behaviour predictably and consistently Examples of active verbs at this level: Recognize, accept, answer, solve 10 Table 2: Examples for formulating learning outcomes Examples: Knowledge: He/she is able to ... describe structural characteristics which are responsible for the behaviour and properties of a chemical substance ... differentiate between separation and mix principles and corresponding procedures ... describe the functioning of components, assemblies and systems of a vehicle ... assign the necessary documents for service and maintenance ... explain regulations concerning the handling of hazardous substances Skills: He/ she is able to ... receive orders and plan own procedural steps ... analyse data and present it as a basis for decisions ... use information and communication technologies taking into account data protection requirements ... develop a marketing plan and use marketing and PR instruments ... select chemical agents and production procedures and make up formulas Competence (in the sense of taking over responsibility and autonomy): He/ she is able to ... calculate production and service costs and analyse profitability ... apply problem solving strategies ... reflect upon his/her own action ... cope with and withstand strain and stressful situations in a way that is not harmful to health ... communicate with appreciation with patients, family members/reference person groups involved in the care process ... express and receive situation-based criticism Table 3: Example “Mechatronics Technician” (cf. Movet project www.gomovet.eu and VQTS project) Areas of competence Steps of competence development A Unit A1* Unit A2* Unit A3* Unit A4* Installating, configurating, programming and testing hardand software components for control and regulation of mechatronic systems and facilities He/she is able to install and configure programs for hardware and software components as well as set up simple software control program (PLC).program (SPS) He/she can master the selection of hardware and software for mechatronic systems (sensors, actuators, interfaces, communication procedures) and can provide and test simple software control programs (SPS) according to production process requirements He/she can integrate and configure program- , control-, and regulationmechanisms in mechatronic systems, program simple devices (in cooperation with developers), and simulate the program sequence before startup. He/she can develop, test, and configure hardware and software solutions for networked mechatronic systems: and can monitor system conditions with suitable measuring and visualisation tools. * Social and personal competences are described separately in this project. 11 Table 4: A unit of learning outcomes can be described as follows using the EQF system: Unit x Title of the Unit He/ she is able to... (summary description) Knowledge Skills Competence He/she knows/ is familiar with ... He/she can/tests ... He/she is responsible for/supervises... Example: Project ZOOM "Master Craftsperson in motor vehicle technology" (www.zoom-eqf.eu) Unit 2 Service and maintenance He/she is able to carry out service and maintenance tasks taking into account specifications, evaluate the documents prepared and check the executed tasks. Knowledge Skills Competence He/she is able to name service and maintenance specifications assign the documents required for service and maintenance describe the function of vehicle components, units and systems ... He/she is able to apply service and maintenance specifications and draw up plans fill in the documents required for service and maintenance. disassemble and assemble components, taking into account the manufacturerspecific specifications ... He/ she is able to • delegate the service and maintenance tasks taking into account specifications • evaluate measuring and test reports and check the executed tasks by using checklists • ... Table 5: Example: Documentation of a mobility phase in the training course "Biological Laboratory Assistant" at the vocational college in Hilden (Mettmann) Unit Separation of biomolecules (e.g. gel electrophoresis, chromatography) Duration of the Unit : 4-6 weeks Learning outcomes correspond to EQF level 5 Knowledge Skills Competence The learner knows the molecular characteristics of a bio molecule (e.g. protein, sugar, nucleic acid) The learner understands the functionality of a specific seperation technique (e.g. SDSPAGE, agarose gel electrophoresis, chromatographic techniques) The learner is able to apply a specific separation technique autonomously (e.g. SDSPAGE, agarose gel electrophoresis, chromatographic techniques) 12 Documentation in the Europass document (including fictitious entries in the fields 32a-34a): Activities/tasks carried out (29a) Separation of biomolecules (e.g. gel electrophoresis, chromatography) Job-related skills and competences acquired (30a) The learner knows: the molecular characteristics of a bio molecule (e.g. protein, sugar, nucleic acid) The learner understands: the functionality of a specific separation technique (e.g. SDS-PAGE, agarose gel electrophoresis, chromatographic techniques) The learner is able: to apply a specific separation technique autonomously (e.g. SDS-PAGE, agarose gel electrophoresis, chromatographic techniques) Computer skills and competences acquired (32a) The learner is able: to use computers for equipment control and data acquisition to analyse and discuss data corresponding to the aim of the project Organisational skills and competences acquired (33a) The learner is able: to plan experimental processes and set up apparatus Social skills and competences acquired (34a) The learner is able: to organize laboratory work in his/her field of work autonomously, to work with scientists to develop and optimise analysis techniques Abstract The Copenhagen Declaration of 2002 initiated a multitude of activities aimed at fostering the mobility of individual persons and at increasing the transparency of qualifications. One of these initiatives encompasses the development of the European Credit System for Vocational Education and Training, or ECVET. The aim of ECVET is to establish a procedure which permits the transfer and reciprocal recognition of learning outcomes achieved in different educational systems and within various contexts of initial and continuing vocational education and training. One major stage of development is marked by the “Proposal for the establishment of a European Credit System for Vocational Education and Training (ECVET)”, which was adopted by the European Parliament in December 2008. Following a test phase suggested by a majority of the member states, the European Commission published an open call for tenders on the “Testing and Development of the European Credit System for Vocational Education and Training – ECVET” in May 2008. Eleven projects were selected to pilot ECVET across the whole of Europe during the period from 2009 to 2012. The present publication “ECVET as a vehicle for better mobility? From the European Recommendation to piloting in practice” addresses the experiences and results gained from the pilot projects SME Master Plus, AEROVET, CREDCHEM and VaLOGReg with the objective of debating the opportunities for and limitations of applying ECVET within the context of the promotion of European mobility with representatives from practice and policymaking.