1. Synergies between ECVET and NQF/EQF
Karin Luomi-Messerer, 3s
on behalf of the ECVET Secretariat
19 September 2018, Nicosia (CY)

2. Outline… ECVET and EQF Commonalities and differences
Potential synergies
Country examples

3. ECVET and EQF

4. European Credit System for Vocational Education and Training
ECVET for lifelong learning
ECVET for cross-border mobility
“a technical framework for the transfer, recognition and where appropriate, accumu-lation of individuals’ learning outcomes with a view to achieving a qualification”
Recommendation of the European Parliament and the Council
Set of principles and tools, which can be applied flexibly across countries and systems
Give learners the possibility to transfer their learning to other contexts – build their own flexible pathways to a qualification
Credit system as such?

5. ECVET – main elements
Memorandum of Understanding
Learning Agreement
Personal Transcript
Credits: 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
ECVET Points: numerical representation of the overall weight of learning outcomes in a qualification and of the relative weight of units in relation to the qualification
getting recognition for (units of) learning outcomes already achieved
design of qualifications and programmes: achieving more flexibility
transparency of qualifications: making them more easily understood by learners and employers

6. Principles for supporting flexible VET pathways
ECVET Users’ group – working group (2017)
Principle 1: Qualifications should be composed of clearly defined groups of learning outcomes.
Principle 2: Groups of learning outcomes within a qualification should be capable of independent assessment.
Principle 3: The assessment of each group of learning outcomes should be properly documented.
Principle 4: Provision of learning opportunities should be arranged to facilitate individuals to achieve groups of learning outcomes.
Principle 5: Individuals should have the opportunity to have their learning outcomes validated, irrespective of how and where they have acquired them.
Principle 6: Individuals should have the opportunity to accumulate their assessed groups of learning outcomes towards a qualification.
Principle 7: Individuals should have the opportunity to transfer their groups of learning outcomes validated in one context to other contexts (such as programmes, qualifications, national/regional systems or countries).
Principle 8: Processes for development, assessment, validation and recognition of sets of learning outcomes should be transparent and underpinned by quality assurance.

7. European Qualifications Framework for lifelong learning
Common reference tool to compare all types and levels of qualifications
8 levels expressed as learning outcomes with increasing levels of proficiency
Level descriptors (Annex II): – Knowledge – Skills - Responsibility and autonomy

8. Objectives of the EQF

9. Commonalities and differences

10. EQF for lifelong learning ECVET – instrument for VET
ECVET & EQF - part of European tools, instruments & initiatives for E&T
EQF for lifelong learning
ECVET – instrument for VET

11. Learning outcomes
Learning outcomes: statements regarding what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence / responsibility and autonomy
Unit of learning outcomes: component of a qualification, consisting of a coherent set of knowledge, skills and competence, that can be assessed and validated
Qualification: formal outcome of an
assessment and validation process
which is obtained when a competent
authority determines that an
individual has achieved learning
outcomes to given standards
Focus is shifted from ‚learning inputs‘ (such as the place of learning, the length of a learning experience, the learners‘ age, access requirments) to achievements of learners.
Transfer of LO: whole units or parts of units

12. Aims
ECVET aims at facilitating the transfer, recognition and accumulation of learning outcomes of individuals on their way to achieving a qualification.
designed to support lifelong learning, the mobility of learners and the flexibility of learning pathways to achieve qualifications;
The EQF for lifelong learning aims to improve the transparency, comparability and portability of acquired qualifications.
Both:
adoption and implementation in the participating countries is voluntary.

13. Recommendations ECVET Recommendation 2009
EQF Recommendation 2017 (2008)
reciprocal reference

14. ECVET Recommendation
MS to promote and apply ECVET at all levels of the EQF with reference to VET qualifications, in order to facilitate transnational mobility and the recognition of learning outcomes in VET and borderless lifelong learning;
Unit specification to include the reference of the qualification according to the EQF level and, where appropriate, the NQF level;
ECVET partnerships to agree on the comparability of qualifications concerned for the purposes of credit transfer, using the reference levels established by EQF.

15. EQF Recommendation
Principles for credit systems related to national qualifications frameworks or systems referenced to the EQF.
These common principles are fully compatible with the ECTS and the ECVET.

16. Principles for credit systems
Credit systems should support flexible learning pathways, for the benefit of individual learners.
When designing and developing qualifications, the learning outcomes approach should be systematically used to facilitate the transfer of (components of) qualifications and progression in learning.
Credit systems should facilitate transfer of learning outcomes and progression of learners across institutional and national borders.
Credit systems should be underpinned by explicit and transparent quality assurance.
The credit acquired by an individual should be documented, expressing the acquired learning outcomes, the name of the competent credit awarding institution and, where relevant, the related credit value.
Systems for credit transfer and accumulation should seek synergies with arrangements for validation of prior learning, working together to facilitate and promote transfer and progression.
Credit systems should be developed and improved through cooperation between stakeholders at the appropriate national and Union levels

17. Conclusions
EQF and ECVET have the same underpinning logic enabled through the use of learning outcomes: openness to all forms of learning (formal, nonformal and informal) and the distinction between qualifications and education and training programmes.
The relationship between EQF and ECVET is articulated mostly in terms of complementarity and common use of certain concepts.

18. Potential synergies

19. NQFs
make explicit the relationships between qualifications, thus clarifying areas where credit transfer can potentially occur (assuming that transfer can only take place if the level of learning is appropriate) as well as clarifying the possibilities for progression;
through requirements on qualification design and award, bring coherence to how qualifications are constructed (e.g. use of LO and units) and awarded (conditions regarding assessment) thus enabling transfer and progression, which are improved if qualifications are built on a common basis;
may support trust in qualifications that are included in the framework, so improving the possibilities of transfer and progression.

20. ECVET
breaks down qualifications into smaller components (units) that are assessed and so aids transferability. By using units it is easier to identify which components of the qualification towards which the learner wants to transfer her/his previous achievements have already been achieved^;
establishes connections between qualifications by identifying common components and so improving the possibilities of transfer;
introduces a means of comparing the volume of learning involved (while frameworks compare the level of LO) clarifying the possibility for equivalence between units.
Based on: Cedefop (2010). Linking credit systems and qualifications frameworks. An international comparative analysis.

21. EQF & ECVET in cross-border learner mobility
Finding a suitable partner for ECVET mobility: EQF level to better understand the qualification the mobile learner is obtaining
Maja‘s VET college in Tampere, FI
In Rotterdam, NL
‚Jan‘s Garage‘
Maja: Car mechanic in training, FI – EQF 4

22. EQF/NQF & ECVET in lifelong learning
Using ECVET to Support Lifelong Learning, 2102

23. Country examples

24. Example 1: Malta ECVET: ECVET compatible system in place: NQF:
All courses accredited by NCFHE (National Commission for Further and Higher Education) are included in the national register for accredited courses with identifiable credit points.
Credits [credit points] are allocated to Qualifications and Awards to the units of which a qualification is made up.
One credit is defined as being equivalent to a workload of 25 hours of total learning.
Education and training institutions can label credits as either ECTS or ECVET, according to the orientation of the learning programme.
NQF:
MQF (8 levels) since 2007.
Referenced to the EQF in 2010.
The concept of credits does not apply to qualifications in general education at Levels 1-3 which are an outcome of provision of compulsory schooling (i.e. in the case of the SEC and the SSC&P qualifications). The concept of credits also does not apply to the Matriculation Certificate at Level 4 of General Education.

25. MQF and credits
The Level descriptors for the different MQF levels include a number of credits required at each level.
VET qualifications – at Levels 1-5: - at Level 1: 40 credits per academic year; Levels 2 and 3: 60 credits; Level 4: 120; Level 5: ; - the number of credits includes the indicated percentage of the course dedicated to key competences, sectoral skills and underpinning knowledge (e.g. Level 4: KC: 20%, SS: 40%, UK: 40%)
Award: accredited course (short course) which does not fulfil the entire requirements of a qualification in terms of number of credits offered or the percentage indicated at a specific Level.

26. MQF
Minimum number of credits for ‘Qualifications’ and parameters for ‘Awards’
The concept of credits does not apply to qualifications in general education at Levels 1-3 which are an outcome of provision of compulsory schooling (i.e. in the case of the SEC and the SSC&P qualifications). The concept of credits also does not apply to the Matriculation Certificate at Level 4 of General Education.

27. Benefits
ensure transparency by education and training providers who are clear with respect to what they are offering;
enable learners to know exactly what learning outcomes they are to achieve and the value given to them; and
facilitate understanding of the different types of certification that candidates present during the recruitment process or when employees claim additional allowances or promotion.

28. Example 2: Scotland ECVET:
Main building blocks to support ECVET are in place: - credit-based units of LO are developed and strongly embedded in the VET system; - units are assessed independently within qualifications, and are linked to credits.
NQF:
Scottish Credit and Qualifications Framework (SCQF, 12 levels) since 2001; a voluntary credit and qualifications framework; it uses two measures - SCQF Levels and Credit Points - to help users understand and compare qualifications and learning programmes;
Referenced to the EQF in 2010.

29. SCQF

30. The Credit Rating Process in Scotland
The SCQF foresees three types of qualifications on the basis of accumulated points – award (1-12 credit points), certificate ( credit points) and degree (37 or more credit points).
Credit rating is the process of allocating an SCQF Level and Credit Points to a qualification or learning programme so that it can be placed on to the SCQF by a Credit Rating Body.
The focus of the credit rating process is on LO and on the arrangements for both learner achievement and assessment of those LO.
Criteria:
it must be based on learning outcomes;
it must be a minimum of 10 notional learning hours;
it must be formally assessed; and
it must be quality assured.

31. Benefits of credit rating
it helps organisations understand the level of employees’ skills;
it helps individuals to understand the level of their learning;
it provides recognition for in-house training;
it aligns learning programmes to the EQF thus giving those programmes international recognition;
it aids job evaluation processes and helps identify workforce development opportunities;
it gives recognition and status for learning and skills;
it allows individuals to utilise their skills effectively;
it helps individuals to plan their career pathways;
it aids learner mobility both nationally and internationally;
it helps organisations gain competitive edge.

32. Example 3: Finland ECVET: EQF/NQF:
VET qualifications at upper secondary level are described in terms of ECVET compatible credits: 180 competence points (nominal duration: 3 years)
School‐based  vocational upper secondary qualifications consist of vocational units (135 competence points),  common/core units (35 competence points) and free‐choice units (10  competence points). 
EQF/NQF:
NQF (8 levels) since 2017 – FiNQF is not a credit-based framework (not all qualifications included are allocated a credit value; LO are in the center)
Referenced to the EQF in 2018

33. Finland – VET Reform

34. Finland/sedu

35. ECVET Secretariat

36. ECVET Secretariat www.ecvet-secretariat.eu
Check out the ‚knowledge centre‘ for useful publications (guidance material) from various countries & projects!
Get in touch:

37. ECVET Secretariat - activities
Support to the European Commission: Support to the meetings of the ECVET governing bodies (ECVET User’s Group, ECVET Working Group, ECVET Network)
Support mutual learning within the wider ECVET Community of Practice through different events: Peer Learning Activities and the Annual ECVET Forum
Expert support and input to the drafting of various policy documents and reports (analytical papers, background documents, guidance notes, synthesis reports, etc.)
Communication and dissemination of news about ECVET and learning outcomes from events through the ECVET Magazine and the ECVET Secretariat website.

38. Thank you for your attention – any questions?
Karin Luomi-Messerer
ECVET Secretariat