FAQ

What is ECVET?

The European Credit System for Vocational Education and Training (ECVET) is one of the instruments of Copenhagen Declaration approved on 30 November 2002, on enhanced European cooperation in VET across Europe.

ECVET was formalized in 2009 with the Recommendation of the European Parliament and with the Council of 18 June 2009, on the establishment of a European Credit System for Vocational Education and Training.

The Recommendation states the following:

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 qualifications 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 transfer, recognition and accumulation of assesed learning outcomes of individuals who are aimining to achieve a qualification. This will improve the general understading of citizen’s learning outcomes and their transparency, transnational mobility and portability across, and where appropriate, within Member States in a boardereless lifelong area, and will also improve the mobility and portability of qualifications at the national level between various sectors of the economy and within the labour market.

In addition the 2009 Recommendation, clarifies that ECVET is based on the following key principles[1]:

  1. Units of learning outcomes
  2. Transfer and Accumulation of learning outcomes, ECVET partnerships
  3. Learning Agreements and personal transcript
  4. ECVET points

[1] For a more detailed understaning of ECVET please refer to 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).

What is the RUECVET project all about?

The overall aim of the Erasmus+ CBHE project RUECVET: Piloting ECVET in the National VET System of Russia and Uzbekistan is to create a Higher Education (HE) and Vocational Education & Training (VET) platform for piloting the European Credit System for Vocational Education Training (ECVET)  in the national educational system of the two partner countries (Russia & Uzbekistan), in order to promote and facilitate compatibility, comparability and complementarity of  VET qualifications.

The project objectives are as follows:

  • To create a set of recommended tools and procedures for adopting ECVET in HE & VET  institutions  in Russia and Uzbekistan;
  • To raise awareness about the benefits of ECVET through a number of highly targeted dissemination and exploitation activities culminating in the development of four national ECVET Training Centers – 2 in Russia (RSVPU & TSU)  and 2 in Uzbekistan (KSPI & NukSPI) established on the base of acknowledged HEIs providing VET teacher training;
  • To develop a network of national and transnational key HE & VET institutions for facilitating and supporting the implementation of ECVET in Russia and Uzbekistan;
  • To train VET teachers and other key stakeholders regarding the use and benefits of ECVET;
  • To create a collection of resources and training materials intended to support the national training centers and stakeholders for the transfer and implementation of ECVET in Russia and Uzbekistan;
  • To develop a roadmap (policy report) of ECVET evolution in Russia and Uzbekistan

For the implementation of the RUECVET project a transnational consortium has been developed between 11 key HE and VET institutions, from 3 European Member States (Cyprus, Malta and Latvia) and two Partner Countries (Russia and Uzbekistan), which are strategically positioned to facilitate and promote the piloting of ECVET in the national VET system of Russia and Uzbekistan while capitalizing on the previously acquired experience of HEIs in the application of EU instruments for transparency and mobility (ECTS).

For more project information please visit the prroject website at www.ruecvet.uz

What is the RUECVET – Operating methodology for Credit Transfer based on ECVET and achieved in formal context settings?

RUECVET aims to pilot test the implementation of ECVET between 8 HE & VET institutions in Russia and Uzbekistan.

The RUECVET operating methodology can be seen in the following diagram:

1

Step 1: Vocational Qualifications Mapping

  1. Identification of 3 vocational qualifications (EQF level 4 & 5) & 2 units for each qualification — from 8 HE & VET institutions in Russia and Uzbekistan- ranging from the field of hospitality, IT, business managemenet and engineering.

Note: The term Qualification covers different aspects. Within the scope of the RUECVET project the term qualification refers to: the formal outcome (certificate, diploma or title) of an assessment and validation process which is obtained when a competent body (such as HE or VET institution) determines that an individual has achieved learning outcomes to given standards.

Step 2: Conversion process of curricula in units of learning outcomes

  1. Description of 2 units x 3 qualifications – from 8 HE & VET institutions in Russia and Uzbekistan – in learning outcomes following the proposed methodology;
  2. Structuring qualifications in units of learning outcomes.

According to the 2009 Recommendation the Units that make 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.

Step 3: Transfer and accumulation of learning outcomes, establishing ECVET partnerships

  1. Form ECVET partnerships between relevant institutions in the consortium (HE & VET institutions).
  2. Describe the procedure and guidelines for the assessment, validation, accumulation and recognition of units of learning outcomes by the relevant competent institutions and partners involved in the training process. Pay attention to:
    1. Agreed procedures
    2. Quality Criteria
  3. Document the procedure and guidelines in an MOU.

According to the 2009 Recommendation, the importance of ECVET partnerships can be described as:

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.

Step 4: Learning Agreement & personal transcript – For credit transfer in case of geographical mobility

  1. Develop a Learning Agreement between host and sending institution
  2. Personal transcript template – A personal transcript is a document which details the learners’ assessed learning outcomes, units and ECVET points awarded.

According to the 2009 Recommendation, the transfer of credit for achieved learning outcomes (in geographical mobility) 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’,

– 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.

Key Outputs:

The project activities regarding the pilot testing of the credit transfer will culminate in a number of outputs. The key outputs regarding the RUECVET metholdogy are listed below. All outputs will be posted on the project website and will be available to the public for free.

  1. ECVET Master Guide for VET Instructors in Russia and Uzbekistan (EN, RU, UZ)
  2. RUECVET – e-Training Manual for VET Instructors in Russia and Uzbekistan (RU & UZ).
  3. Samples of 48 units described in learning outcomes covering 24 vocational qualifications from 8 different HE & VET institutions (EN, RU, UZ).
  4. Policy Recommendation Report on how to implement ECVET in the VET system in Russia and Uzbekistan (EN, RU, UZ).
  5. Formation of 4 Training Centers ( 2 in Russia and 2 in Uzbekistan) offering on-line knowledge center on ECVET as well as ECVET workshops.
  6. A network of 30 ECVET contact points – in all 5 consortium counties – with expertise on ECVET available for offering relevant guidelines on ECVET.

References & Sources:

  1. 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
  2. ECVET Permit Manual https://www.intercollege.ac.cy/euro-affairs/european-projects/ecvet-permit/
  3. ECVET Toolkit – http://www.ecvet-toolkit.eu/

Why Functional Analysis Is Needed?

Functional Analysis is the main tool we use to specify the nature of a certain occupational sector and the activities to be carried out within it. This is an essential procedure of defining occupational competences and in setting boundaries between various qualifications. Functional Analysis is intended to provide a detailed understanding of what an employee is expected to do as part of their job, and thus, it enables to specify the learning outcomes (LO) to be achieved by an individual for getting a qualification

When talking about “functions”, we mean the activities an individual is expected to carry out as part of their job. Functions are not random activities. Functions are to have a clear purpose and outcomes that are relevant for the employer. Once you know the functions people are expected to perform, it becomes easier to specify the knowledge and skills enabling them to meet the performance criteria. To conduct functional analysis one may take any occupational area and keep breaking it down into discrete elements until the functions that an employee is to perform can be clearly seen. Functions, in other words, are what people should be able to do. Once we know what these functions are, we can work with the employers to agree upon the contents of units of learning outcomes (ULO), which in their turn are to describe what an individual in a particular occupation should be able to do, and what sort of knowledge and skills they need to perform effectively.

Functional Analysis is to be carried out by groups of people, engaged in or at least familiar with the occupational area. Since Functional Analysis is to reflect what employers expect from the employees, employer representatives should make up the majority of those involved.

Other specialists who might greatly contribute to performing efficient Functional Analysis are representatives of those who actually do the jobs, as well as professional body or trade body representatives. In some sectors with a strict regulation, it might be essential to involve representatives of a regulatory body. Training specialists with a good knowledge of the occupational sector can also be helpful at this stage, proving they look at the analysis from the viewpoint of what employers expect, not what training requires.