ECVET in Reality
Contribution to the Seminar „ECVET in Norway“
Oslo, 02.06.2013
Christiane Eberhardt, Federal Institute for Vocational Education and Training Bonn/Germany
Quelle: BIBB, Dr. Christiane Eberhardt, 1.1
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„Reality, if rightly interpreted is grander than fiction“ (Thomas Carlyle)
„Reality is merely an illusion, albeit a very persistent one“ (Albert Einstein)
„Realists do not fear the results of their study“ (Fjodor Dostojewski)
„Facts as facts do not always create a spirit of reality, because reality is a spirit“
(Gilbert Keith Chesterton)
„Reality leaves a lot to the imagination“ (John Lennon)
„Reality is a question of perspective“ (Salman Rushdie)
Quelle: BIBB, Christiane Eberhardt, 1.1
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ECVET – seen from a German Perspective
• Challenges, obstacles and added value of ECVET for
transnational mobility
• Challenges, obstacles and added value of ECVET for improving
permeability within the German VET system (=lifelong learning)
Sources:
- Online Survey on ECVET NKS ECVET 2012
- Cooperation with NCP ECVET and NET-ECVET
- Experiences gained in working in ECVET projects (CREDCHEM, AEROVET
(mobility), EASYMetal, ESYCQ (permeability)
- Research project “Credit Systems for lifelong learning” (case study Germany)
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Some statements at the beginning….
(1)
Challenges and obstacles differ widely regarding the use of ECVET for mobility
and lifelong learning. Lifelong learning in the German context is connected with
the improvement of permeability in the VET system (training preparation –
dual/school based training, further training).
(2)
The added value of ECVET for transnational mobility is undeniable. It still has
to be proved if there is an added value for national permeability purposes.
(2)
Implementing ECVET into (mobility and national) practice depends on the
understanding (and commitment) whether ECVET is seen as a “tool-box” or a
“system”.
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Experiences with ECVET in the context of transnational mobility
and lifelong learning
ECVET for transnational mobility
ECVET for lifelong learning
Projects
Projects:
 ECVET “1. Generation” (Commission);
3 German projects + 1 with German
partners
 ECVET projects within the LLP
(National Agency for LLL)
ECVET “2. Generation” (3 German
projects + 2 with German partners)
Infrastructure:
Pilot programmes:
 2010: ECVET National Coordination
Point (www.ecvet-info.de)
 2013: 13 “ECVET promoters”
 2011: NetECVET (Network of 14 NA)
(www.netecvet.com)
 DECVET (11 projects at the interfaces
of the German education system)
 “Training bricks/modules”
 JOBSTARTER connect
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ECVET for transnational mobility and for lifelong learning:
Objectives were the same….
1. Defining/formulating learning outcomes
2. Designing units (of learning outcomes)
3. Working on procedures for assessment and documentation (validation)
4. Allocating credits to the units of learning outcomes
5. Agreeing on transfer mechanisms (recognition process)
… but challenges, options and ways of implementation were different!
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ECVET for transnational mobility
"For the first time I understood precisely what my qualification was about and what I would be able to do,
understand and know when returning home from the Netherlands. The funny thing was that I understood the
description of this learning opportunity better in English, than I have ever done trying to interpret the learning
content of the national courses in automation in Swedish." Swedish EURIAC mobility student
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ECVET for transnational mobility
ECVET projects funded within the framework of PLL-Leonardo da Vinci in relation
to the total number of selected projects
Transfer of Innovation
Mobility
2007
4 / 30
-
2008
8 / 28
-
2009
8 / 28
-
2010
8 / 30
12 / 599
2011
6 / 31
9 / 704
2012
7 / 34
11 / 668
Source: Jahresbericht NA beim Bundesinstitut für Berufsbildung, 2012
- there is still a lack of information regarding ECVET (?)
- ECVET is seen by the practioners as being „too complicated“
- the added value is not obvious to project promoters
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Obstacles in using ECVET for transnational mobility
diversity of VET systems in Europe
50
high efforts regarding time, money and human ressources
38
lack of popularity of ECVET
29
lack of acceptance and conflict of intrests
24
lack of transparency
17
assessment procedures unclear
16
added value for stakeholders unclear
12
ECVET concept unclear
12
standard and norms
5
general obstacles with mobility
4
0
10
20
30
40
50
60
Anzahl der Nennungen
more opinions:
low popularity of ECVET
lack of information and of practical support structures
„national vanities“ and „national reservations“
„federalism“ and „the dual system with the outdated and crusted opinions of social partners“
Source:Online-survey NKS ECVET 2012,
www.ecvet-info.de
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Challenges

How to formulate learning outcomes? How to define depth and breadth of a unit?
-> IVET is not „unitised“; it is based on a „holistic“ approach

How to assess the LOs of a unit in a practical and user-friendly way?
-> no experiences with competences assessment in IVET
•
How to handle credit and recognition procedures?
-> no credit system in place, no single recognition of units needed

How to enable and to support the mobilities in a long run (after a project has ended)? What
is further needed in order to make mobility a reality? (Infrastructure, HR, Funding,…)
-> provision of units is not integrated into the daily routines of a training provider

How to get accepted by the enterprises? How to convince them on ECVET? How to involve
them in the mobilities?
-> new ways of cooperation among triaining providers and companies are needed
in order to be able to offer the units constantly
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BIBB, Dr. Christiane Eberhardt, 1.3
The „added value“ in using ECVET for mobility
1. Improving transparency of qualifications by describing learning outcomes. The
results of learning processes become visible and comparable.
2. Supporting a sustainable cooperation structure. Mutual trust, as a result of
defining and formulating learning outcomes is the basis for the development of
common quality standards to carry out mobility measures.
3. Offering practical, need-oriented and user-friendly tools and aids to facilitate
mobility measures and to disseminate them to other/new institutions
4. Agreeing on sector specific standards for mobility. By defining units of LO and
procedures of assessment, a common standard for the carrying out of the units is
stated, assuring the comparability of the quality of outcomes.
ECVET is seen as a pedagogical tool to ease and to improve transnational mobility.
BIBB, Christiane Eberhardt, 1.3
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ECVET for mobility – the German approach
 Defining/formulating learning outcomes
 Designing units (of learning outcomes) -> esp. for mobility purposes
 Working on procedures for assessment and documentation (validation)
But:
o No allocation of credits (no credit-system in place)
o no seperate/additonal recognition process (mobility is part of training)
ECVET as a tool-box!
Quelle: BIBB, Christiane Eberhardt, 1.1
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ECVET for mobility – the German approach
“As far as the implementation of ECVET in the member states is concerned,
the ECVET recommendation explicitly states that national legislation and
framework conditions must be taken into consideration. In Germany´s
case, there is the agreement that implementation will take place within the
framework of the existing vocational training system, retaining the
occupation principle and the aim of acquiring comprehensive vocational
skills”.
Specific aims:
 Promoting transparency and flexibility through a learning outcomes orientation
 Qualitative improvement of skills acquired in mobility measures
 Efficient use of learning periods
“According to the ECVET recommendation, accumulation and recognition takes place
in accordance with the national particularities. (…) The award of credit points for
learning outcome units is not absolutely necessary for the transfer and validation of
learning outcomes.”
Source: BMBF Concept Paper on testing ECVET in the context of transnational mobility in Germany,
11.03.2011, p.2
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Opinions given on ECVET for mobility
“ECVET is highly complex and that makes the thing pretty difficult. ECTS is
much easier to understand and to adopt” (representative from a university)
“I very much appreciate the orientation towards learning outcomes. Learning
outcomes are the future “VET-esperanto”, meaning that we understand each
other across borders. That is very, very important” (representative from
governing body of craft)
“… these ECVET-projects are the salt in the soup in order to put the National
Qualification Framework into practice” (representative from a Länder ministry)
“It would uncramp the German discussion if we only focus on ECVET for
transnational mobility – otherwise the sword of Damocles named
“Modularisation” dangles over us” (representative of a trade union)
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DECVET: Using ECVET for permeability purposes
Focusing four „interfaces“ of the system:
Transition from
-
VET preparation into the dual system
From school based VET to the dual system
within the dual system (from one training into another)
- from the dual system / from work to further vocational training
More: www.decvet.net
Ten pilot projects in different branches from different regions developed and tested
transferable procedures for the accreditation of competences and learning outcomes.
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Trying ECVET for improving permeability within the VET system: DECVET
Quelle: BIBB, MA aus Abt. 1-4
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Challenges
-
Describing learning outcomes and designing units based on national VET
profiles, using the GQF-descriptors
-
Developing reliable and valid methods of assessment that are practical and
not too time-consuming.
-
Working on methods of “equivalence-checking” in order to proof that a
learning outcome acquired in learning context A is of the same value as of
being acquired in learning context B -> establishing mutual trust among the
various VET-sub-systems.
-
Involving social partners into the projects and convincing project board
members to support new ways of transferring and crediting learning
outcomes at the interfaces of the system.
Quelle: BIBB, Christiane Eberhardt, 1.1
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DECVET for permeability: Recommendations after testing
(1) Learning outcomes should be used as a common language between the sub-systems
(2) The German Qualification framework should be taken as a reference for the
describing of learning outcomes
(3) The concept of units of learning outcomes should be taken as a structuring pattern for
the development of new curricula and training profiles
(4) Identified equivalences among learning outcomes acquired in different contexts
should be seen as the basis for transferring them from one sub-system into another.
(5) Procedures of competence assessment should be implemented “beneath the level of
official examination”
(6) The crediting of learning outcomes should take place on a voluntary basis. Its
purpose can be: to shorten the training, to intensify the competencies and/or to get
admission to examinations.
Source: BMBF-Concept paper on the transfer of results of the BMBF pilot initiative DECVET
Quelle: BIBB, Christiane Eberhardt, 1.1
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Opinions given on ECVET for permeability
“There are a lot of risks connected esp. with ECVET (…). We currently have a big
discussion on the definition of units of learning outcomes and allocating credits to them.
And the next step would be to certify each unit. And then we would have the
fragmentation and dissection of that what we mean with “vocational competence” and
VET as we know it” (trade unionist)
“A lot of things that started at the European level regarding outcome orientation and
permeability has led to changes within the national system– even though the instruments
haven´t been implemented” (representative of employers organisation)
“ECVET for permeability targets at the very heart of the system – straight at procedures
and the system itself” (representative of chamber organisation)
“A structure has been established at the drawing board in Brussels disrespecting that we
already have our procedures and a VET law” (representative of a chamber organisation).
“I am sure that ECVET in this respect is a stillbirth” (representative of employers
organisation).
Quelle: BIBB, Christiane Eberhardt, 1.1
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Instead of conclusions: Some last words…
For the German case:
•
ECVET for mobility can be assessed as a pedagogical tool whereas ECVET
for permeability clashes with the underlying principles of the German
system.
•
Nevertheless: there are so many experiences and results with (some – not
all!) elements of ECVET that can be used and implemented in order to give
added value and to enrich already existing procedures at the interfaces of
the German system (question of political will)
•
Why ECVET and for what purpose? How to approach ECVET it in order to
achieve an impact on a systemic / training providers / companies / individual
level? There are many different ways how to answer these questions!
„Our intention creates our reality“ (Wayne Dyer)
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Thank you for your attention!
Christiane Eberhardt
eberhardt@bibb.de
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