ECVET methodology and the validation and recognition of competences Janine Wulz Philipp Rohringer Cathy Schneider 3s research laboratory www.3s.co.at 24-28 July, Vienna
Overview of the LTTA Time Activity Place Monday 24.7.2017 10.00-12.30 Introductions Seminar venue Monday 24.7.2017 14.00-17.00 What is ECVET? Seminar venue Monday 24.7.2017 14.00-17.00 Welcome Dinner Weinstube Josefstadt Tuesday 25.7.2017 10.00-12.30 Learning Outcomes for VET mobility Seminar venue Tuesday 25.7.2017 14.00-17.00 ECVET in transnational mobility IFA International young workers exchange Wednesday 26.7.2017 10.00-12.30 Assessment procedures and Tools (MoU/LA/Pers. Transcripts) Seminar venue Wednesday 26.7.2017 12.30-14.00 Lunch Wednesday 26.7.2017 14.00-17.00 Assessors in VET mobility Seminar venue Thursday 27.7.2017 10.00-12.30 How to use Europass in VET mobility? OEAD Thursday 27.7.2017 12.30-14.00 Thursday 27.7.2017 14.00-17.00 Friday 28.7.2017 10.00-12.30 Lunch Company visit: how do companies use ECVET in VET mobilities? Summaries, exploitations of results, reflections on learning outcomes of the LTTA Vienna Airport Seminar venue Friday 28.7.2017 12.30-17.00 Boat tour at Vienna Danube Alte Donau Friday 28.7.2017 12.30-17.00 Farewell Dinner Mill
Introduction 1. Write down 2-3 questions. What do you want to know from the other participants? 2. All questions go to the bowl in the middle 3. Search for a partner you do not know very well yet. 4. Pick a question and ask your partner about it. 5. Repeat
Expectations This workshop week would be a success, if it showed me I learned I went out at the end knowing
What is ECVET? Janine Wulz 3s research laboratory www.3s.co.at 24-28 July, Vienna
Today s agenda Background ECVET key principles and aspects - What is ECVET? - ECVET technical components and processes - Why use ECVET? ECVET implementation in Europe
Introduction Video https://www.youtube.com/watch?v=ingp6cuzh NA
Introduction Reflect on what you have heard about ECVET so far: What is the one thing about ECVET positive or negative that stuck you most?
Background- Why ECVET? Strategies 1 Lisbon Process (2000): to make the EU "the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion, by 2010 Education and Training 2010 Education and Training 2020
Background- Why ECVET? Strategies 2 Bruges Communiqué on enhanced European Cooperation in VET for the period 2011-2020 IMPROVING THE QUALITY AND EFFICIENCY OF VET AND ENHANCING ITS ATTRACTIVENESS AND RELEVANCE MAKING LIFELONG LEARNING AND MOBILITY A REALITY ENHANCING CREATIVITY, INNOVATION AND ENTREPRENEURSHIP PROMOTING EQUITY, SOCIAL COHESION AND ACTIVE CITIZENSHIP 10
Background- Why ECVET? Challenges Heterogenous VET systems Lack of transparancy and understanding of qualifications across countries Lack of comparability of qualifications Mobility? Lifelong learning? 11
Background ECVET European Credit system for Vocational Education and Training a technical framework for the transfer, recognition and where appropriate, accumulation of individuals learning outcomes with a view to achieving a qualification Recommendation of the European Parliament and the Council 12
Background 2002: The Copenhagen Declaration & Process on enhanced cooperation in vocational education and training: - Improve transparency - Recognise competences and qualifications- including nonformal and informal learning 2009: Recommendation on ECVET by the European Parliament and the Council
Background The European Credit system for Vocational Education and Training European instrument designed to support lifelong learning, the mobility of learners and the flexibility of learning pathways to achieve qualifications developed by Member States in cooperation with the European Commission & adopted by the European Parliament and the Council in 2009 adoption and implementation of ECVET in the participating countries is voluntary
Background Get recognition for learning outcomes already achieved A system for the transfer, validation and accumulation of the learning outcomes achieved by an individual with a view to acquiring a qualification Transparency helps to understand qualifications European Credit System for Vocational Education and Training European tool to improve attractiveness of lifelong learning and support mobility across Europe More flexible programmes and qualificiations
Principles of ECVET ECVET Units of Learning Outcomes ECVET Points Transfer Process Structured descriptions of qualifications Documents and steps important for supporting transfer processes
Principles of ECVET What do we mean by credit? Credit: a set of learning outcomes that an individual has achieved, and which have been assessed and recognised. They can be accumulated towards a qualification or transferred to other learning programmes/courses or qualifications. Credit transfer: process by which learning outcomes achieved in one context can be taken into account in another context. Based on the principles of assessment, validation and recognition. Credit accumulation: process by which a learner acquires qualifications progressively by successive assessment of learning outcomes. Note the difference between credit and credit points (e.g. ECVET points)!
Why use ECVET? 18
Why use ECVET? How can learners, VET providers and employers benefit from ECVET in VET mobility?
Why use ECVET? Benefits for Learners Learner-centred approach Recognition of international mobility, previous learning and assessment which does not have to be repeated Recognition of periods of work-based learning (traineeships) Possibility to return to education and training and build on what a person has learned in the past
Why use ECVET? Benefits for Education and training providers Improved quality of mobility exchanges Simplification of recognition of learning outcomes achieved in other contexts ( common language )
Why use ECVET? Benefits for Employers ECVET uses a language that talks to employers > expressed in learning outcomes Improved availability of workforce with international experience Qualifications are easier understood by employers (more transparent description of qualifications) > facilitates recruitment
How to use ECVET in VET mobility Janine Wulz 3s research laboratory www.3s.co.at 24-28 July, Vienna
How can we use ECVET in mobility? Video: ECVET step by step https://www.youtube.com/watch?v=m2b_qlvqizq&fe ature=youtu.be How do you use ECVET in mobility?
ECVET transfer process in cross-border learner mobility Learning Assessment Documentation Validation Recognition Learning..
Before Mobility
Memorandum of understanding an agreement between competent institutions which sets the framework for credit transfer. It formalises the ECVET partnership by stating the mutual acceptance of the status and procedures of competent institutions involved. It also establishes partnerships procedures for cooperation. Agreement between two or more institutions Objectives, duration, roles Qualifications and units of learning outcomes covered Procedures and responsibilities for assessment, documentation, validation, recognition
Learning Agreement an individualised documents which sets out the conditions for a specific credit transfer (e.g. mobility period). It specifies, for a particular learner, which learning outcomes and units should be achieved (and, if applicable, the associated ECVET points). Detailed information on how achieved LO will be assessed, documented, validated and recognised
Before Mobility Ranking activity Rank statements in order of importance of tasks to do before a mobility takes place!
During Mobility
During Mobility Assessment of Learning Outcomes Provide the learning activities preparing for Learning Outcomes identified in the learning agreement - How can they be assessed? There are different approaches/methods! - Ensure quality and precision of LO descriptions
During Mobility Assessment of Learning Outcomes Assess what Learning Outcomes were achieved by learners - How is quality of assessment ensured? - Assessment procedure and criteria should be described in MoU or Learning agreement
During Mobility Assessment of Learning Outcomes Provide evidence about the result of the learners assessment (including a transcript of record) - Results of learner s assessment should be documented to ensure evidence to validate and recognize credit
During Mobility Transcript of Learning Learners record of achievements Document belongs to learners It includes - A record of the learning outcomes achieved abroad - Specifies the identity of the learner and the organisations that assessed, validated and recognised the learners credit - Information on units and ECVET points awarded
During Mobility How do you ensure that the participant is undertaking learning activities, that are relevant for the learning outcomes to be achieved? How do you ensure that the teachers/assessors are aware of the learning outcomes to be achieved by the participant? How do we ensure that assessors are aware of the assessment criteria to be used to assess the participant? Do they know how to document the result of the assessment for the sending organisation? How do you ensure that the participant is provided with the evidence about their assessment which will serve as a basis for the validation and recognition of credit?
After Mobility Recognize and validate evidence gathered from assessment of LOs Based on LOs and Learning agreements
After Mobility Validate learners credit achieved abroad Validation = Process by which the home institution confirms that what has been accomplished meets the expectations (i.e. passes ) in terms of learning outcomes
After Mobility Recognize learners credit achieved abroad Recognition= formal process of issuing certification to state that the learning outcomes achieved are accepted as part (or additional to) target qualification
After Mobility Recognize learners credit achieved abroad Recognition= formal process of issuing certification to state that the learning outcomes achieved are accepted as part (or additional to) target qualification
Learning Outcomes and ECVET methodology Janine Wulz 3s research laboratory www.3s.co.at 24-28 July, Vienna
ECVET in transnational mobility
What are Learning Outcomes? Learning outcomes: statements about what learners know, understand and are able to do after completing a learning process (often described in terms of knowledge, skills and competences) Unit of learning outcomes: component of a qualification, consisting of a coherent set of knowledge, skills and competences that can be assessed and validated Credits: www.ecvet-info.at
Why Learning Outcomes? contributes to more transparency facilitates the understanding and comparability of qualifications aims to increase the learners mobility
Using Learning Outcomes in mobility 1 ECVET targets the recognition of learning outcomes, enabling individuals to fully integrate mobility-related achievements into new or existing learning pathways, recognizing and making visible that which they have learned abroad. Credits: www.ecvet-info.at
Using Learning Outcomes in mobility 2 ECVET Points represent the overall weight of learning outcomes in a qualification. Represent the relative weight of units in relation to the qualification 60 ECVET points/year of formal full-time VET Credits: www.ecvet-info.at
Using Learning Outcomes in mobility 3 Differences by countries: achievement of learning outcomes results in awarding of credit (often contributing to the achievement of a qualification or award) in countries, unit-based qualifications are not in use, or qualifications systems do not allow for credit accumulation or transfer. learning outcomes can be developed specifically for mobility purposes In all cases learning outcomes should be agreed in advance, and communicated to all parties, with direct reference made in the learning agreement. Credits: www.ecvet-info.at
Experiences with Learning Outcomes How do you use Learning Outcomes? What are the advantages of using Learning Outcomes? What are the challenges using Learning Outcomes?
How to write Learning Outcomes 1 Learner Verb Object Context Learner-centred! Learning outcomes vs. learning aims & learning objectives Example: The learner will be able to demonstrate understanding of a broad range of the main features of both a CNC Milling Machine to include the main console controls, axis configurations, methods of tool changing programming techniques, thread cutting and tool mounting;
How to write Learning Outcomes 2 Learning outcomes are written from different starting points tradition in describing learning outcomes concepts and definitions (e.g. LO-competences; categories- knowledge, skills competences) purposes, functions and target groups (e.g. occupational, educational and assessment standards, teaching and learning, internal and external quality assurance)
How to write Learning Outcomes 3 for different purposes : e.g. for qualification profile/standard, programme description, curriculum or assessment standard and with different approaches developing units for mobility Developing units as a reference descriptions for whole qualification using existing units (parts of a unit) Adjusting existing units
How to write Learning Outcomes 4 Learning outcomes Need to be fit for purpose Require varying level of detail/granularity and generality/specificity Finding a balance between being too vague and too prescriptive Putting learners at the centre Continuous process: systematic updating and review
KSC Elements of Learning Outcomes Knowledge means the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices related to a field of work or study. In the context of the European Qualifications Framework, knowledge is described as theoretical and/or factual. Skills means the ability to apply knowledge and use know-how to complete tasks and solve problems. In the context of the European Qualifications Framework, skills are described as cognitive or practical skills." Competence means the proven ability to use knowledge, skills and personal, social and methodological abilities in work or study situations and inprofessional and/or personal development. In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy."
How to write Learning Outcomes 5 ZOOM project (AT): www.zoom-eqf.eu master craftsperson in motor vehicle mechanics
How to write Learning Outcomes 6 Title of the Qualification Master Floristry Craftsperson EQF Level Generic Title of the Unit Floristry production U8 ECVET points / Relative Weight AT DE FR NO SI Learning outcomes S/he is able to develop and design a production plan S/he is able to choose raw materials, production methods and techniques for various SME types of Master floristry products Plus adequate for different occasions. project: www.sme-master-eu floristry (12 units) S/he is able to coordinate the different production elements S/he is able to control the production process and communication S/he is able to demonstrate mastery in the production and exposure of various types of floristry products S/he is able to demonstrate mastery in an experimental, innovative and creative use of materials, methods and techniques, expanding the traditional frames of reference S/he is able to organise logistics with staff, material, time and techniques S/he is able to adapt to different occasions and expressions S/he is able to organise the production process according to safety and security in a sustainable environment S/he is able to adapt to changing conditions in delivery and resource availability and to handle unexpected situations. S/he is able to cooperate with other service providers to the same occasion S/he is able to design, decorate and present various types of floristry products according to customers orders. S/he is able to modify methods and processes depending upon customer requests, product types, seasonal variations and unexpected situations. S/he is able to develop innovative creations, expressions and production methods and techniques
How to write Learning Outcomes 7 Who needs to be involved in defining LOs in VET mobility projects? Which kind of sources can be used? How do you negotiate with your partners on the description of LOs?
Whoneeds to be involved in defining LOs in VET mobility projects? Competent institution An institution which is responsible for designing and awarding qualifications or recognizing units or other functions linked to ECVET, such as allocation of ECVET points to qualification and units, assessment, validation and recognition of learning outcomes under the rules and practices of participating countries. Do descriptions prepared by VET institutions need to be approved by relevant national/regional/sectoral authority? If yes: who is the relevant national/regional/sectoral authority?
Which kind of sources can be used? Examples: Existing learning outcomes descriptions: qualification descriptions, curricula, training regulations, educational / occupational standards, description of units developed by ECVET projects, etc. Europass Certificate Supplement Occupational activities/ tasks Do partners need to use the same sources? Who decides which sources should be used?
How do you negotiate with your partners on the description of LOs? How much information should be exchanged between partners? How to accommodate national differences? Do partners need to use the same method for describing LOs? Which format should the descriptions have: holistic or KSC? Can existing descriptions be used or do partners develop new ones? Do partners need to prepare descriptions for the whole qualification(s) or is it sufficient to focus on a part of the qualification that is relevant for mobility? How to identify this part? Should it be the same for all partner institutions involved? How specific and detailed should LOs be described to support specific mobility exchanges and enable assessment during mobility?
ECVET and Learning Outcomes Summary https://www.youtube.com/watch?v=pmn 7JigtUZA&t=12s
Discuss in groups Dana is a 16 years old VET student from the Netherlands. She studies cooking and wants to do a 6-weeks mobility in Spain. There are no learning outcomes defined yet. - What are the tasks of the NL-partner organization? - What are the tasks of the ES-partner organization? - What are possible Learning Outcomes for her internship?
Quality assurance in ECVET mobility Janine Wulz 3s research laboratory www.3s.co.at 24-28 July, Vienna
Why quality assurance in mobility? Transparent quality assurance principles, exchange of information and development of partnerships between institutions competent for qualifications, VET providers and other relevant stakeholders should help to build mutual trust and should facilitate the implementation of this Recommendation Recommendation of the European Parliament and the Council
ECVET in transnational mobility
The EQAVET quality circle review planning evaluation implementation whole partnership Each, specific mobility experience
Quality circle ECVET partnership Review: Revise the partnership Planning: Set up an ECVET partnership Identify competent institutions Sign a MoU Evaluation: Reflect on the functioning of the partnership (based on experience from several ECVET mobilities) Implementation: Organise several ECVET mobilities of individual learners
Quality circle individual ECVET mobility ECVET for future mobilities action plan ECVET before mobility Identify partners for ECVET mobility of individual learner(s) Identify the unit(s) of LO for mobility Discuss assessment of LO Clarify how LO will be validated and recognised Sign a Learning Agreement ECVET after mobility In line with the MoU and the LA: Validate learners credit achieved abroad Recognise learners credit achieved abroad ECVET during mobility Provide the learning activities preparing for LO identified in the Learning Agreement Assess what LO the learner has achieved Provide evidence of the result of the learner s assessment (including a transcript of record)
Tools for Evaluation and Review? Indiv. ECVET mobility Validation and recognition as planned? Feedback / questionnaires ECVET partnership data on assessment results data on mobile learners success after the mobility phase impact of the mobility experience on their further pathway feedback from all actors involved in the mobility projects