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:


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.

For more project information please visist the prroject website at

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) –
  2. ECVET Permit Manual
  3. ECVET Toolkit –


The work described in this article is being carried out with the RUECVET project which is co-funded by the Erasmus+ Programme of the  European Union.

Written by:

Louiza Papaloizou, University of Nicosia project team


Louiza Papaloizu