ECVET-Trainer
Project E-NEWS

  No. 1, January 2014
In this issue

1. ECVET-TRAINER project
2. International Meetings
3. Working programme
4. Status quo of ECVET
5. Coming activities
6. Partnership
7. Guide to application of ECVET
Key data:

ECVET-Trainer is a Project under the Lifelong Learning Programme.
Duration: 01.10.2012 – 30.9.2014

 ECVET-TRAINER project

Proposals for the gradual application of the ECVET model in the four key productive sectors of the EU. File: 147627-LLP-1-2008-1-ES-KA1-EQF-2008-4524

ECVET Trainer is a Transfer of Innovation project (Leonardo da Vinci, OAPEE), taking place from October 2012 until September 2014 and is promoted by the Spanish trade union Federation of Education Workers (FETE-UGT), together with the following organizations: IFES (Spain), MPS-Aquitaine (France); CERES (Italy); Euproma GmbH (Germany), Noema-CMI Oy (Finland); and STPKC (Sweden).

The project aims at facilitating the understanding of the ECVET model by VET trainers and centres in the
four key productive sectors of the EU (agriculture, industry, construction and services) taking into account the EQF levels 1 to 4 and the needs of improving the transparency of qualifications and mobility of workers in the labour market.

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 International Meetings

The kick-off meeting of the project was held in Madrid on January 17th and 18th, 2013. The meeting was attended by all project partners. Work objectives were established for the coming months regarding the development of national reports that define the situation of ECVET in the participant countries.

The second meeting took place in Bordeaux on October 17th and 18th, 2013. The partners discussed the obtained results on the situation of ECVET in the participant countries and established the contents of the Guide for the application of ECVET in the productive sectors.

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 Working programme

The objectives of the ECVET-Trainer project are the following:

  • Identification of the ECVET situation in the EU countries 
  • Analysing the opportunities for its application in the four key sectors
  • Establishment of an exchange of opinions and best practices among VET teachers and trainers, VET centres, social partners, public administrations and companies to propose and promote a “Guide for the application of the ECVET in the productive sectors”, addressed to VET teachers and trainers and VET centres.
  • Preparation of e-learning material to train trainers for the application of ECVET principles in the four key productive sectors
  • Carrying out a pilot training course to validate the e-learning material

To achieve these objectives, the partneship is working on the following phases of the working programme:

  • Analysis of the ECVET situation
  • Exchange of experiences
  • Defining e-learning material
  • Testing a pilot e-learning course
  • Dissemination and valorization

The products and results are available in the following website: http://ecvet-trainer.euproject.org

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 Status quo of ECVET

ECVET should be gradually applied to VET qualifications in the Member States of the EU, for a subsequent review and adaption of the ECVET Recommendation by 2014. Up to now, different situations and experiences have been developed in the European countries.

A SWOT analysis has been developed by partners in the comparative report (available in the website of the project), regarding the implementation of ECVET system. The main results are the following:

Strengths: Pilot experiences have been developed since 2009 and the obtained results are very important for the implementation of this system. Some national VET systems have already adapted to the shift to learning outcomes. Transparency and mobility are the main references for the implementation of the system. Furthermore; references to the ECTS system in Higher Education were made.

Weaknesses: Until today, there are some issues that are not very clear yet; for example, how to award ECVET points. This concern is shared by all actors. Another challenge will be the competence-oriented examination. In addition, VET teachers and trainers may also be overloaded with work and there are almost no structured networks available and a lack of mutual trust has to be determined as well.

Opportunities: ECVET should be understood as a toolbox where European educational stakeholders can use different instruments for improving i.e. mobility and transparency (“bottom up” approach).

Threads: Partners consider the following issues: weak communication about the opportunities from ECVET, shortage of knowledge about ECVET by VET stakeholders, concerns about the reliability of the certification. Financial constraints are lack of interest of the actors involved in the ECVET implementation.

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 Coming activities

Next meeting: CERES is organizing the next meeting in Lecce (Italy) on March 27th-28th, 2014. Development of a pilot e-learning course will be the key issue of this event.

Dissemination: Partners are elaborating two dissemination documents: 10 competitive advantages and a booklet of dissemination. Soon they will be available at:
http://ecvet-trainer.euproject.org

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 Partnership

www.feteugt.es
www.euproma.com
www.noema.fi
www.ce-res.org
www.ifes.es
www.pedagogic.com
www.maisondelapromotionsociale.org

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 Guide to application of ECVET

Partners have elaborated this guide with the following contents:

Section I, Introduction, describes the principal European instruments for qualification: EQF, ECVET, EQAVET and EUROPASS.

Section II describes the ECVET technical components for lifelong learning. Chapter one contains some information about the description of qualifications in terms of learning outcomes. Chapter 2 describes how the ECVET system facilitates the validation of non-formal and informal learning. In chapter 3, the guide explains how ECVET points can be allocated to qualifications under EQF Level 4. Chapter 4 includes some information about how the procedure of the assessment of the learning outcomes can be defined.

Section III presents some useful information about ECVET’s technical components for mobility. This section includes the following four issues: Chapter 5, identifies the roles of ECVET competent institutions. Chapter 6 presents what a Memorandum of Understanding is. Chapter 7 describes how a learning agreement among VET Centres can be defined. Chapter 8 pays attention to the personal transcript.

Section IV collects the opinion of relevant experts in the participant countries about the opportunities and problems of the implementation of ECVET in the productive sectors, taking into account the role that VET teachers could play in this process.

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This newsletter informs you about the progress of ECVET-Trainer project, outputs and related developments.
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This project has been funded with support from the European Commission within the framework of LLP. This newsletter service reflects views only of the project, and the Commission cannot be held responsible for any use which may be made of the information contained therein.