Transcript Slide 1

Introduction to the ECVET
Project
- VET Credit Conversion System -
Presented by: Louisa Pace Kiomall
Contents

1. What is the ECVET project VET Credit Conversion
System all about?

2. Why, when, and how was the ECVET created?

3. The main objectives of the ECVET system

4. The main features and the necessary conditions to
affectively apply ECVET

5. How will Malta implement ECVET?
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1. What is the ECVET project ‘VET Credit
Conversion System’ all about?

It is a Maltese Project co-funded by the EU and falls
under the Leonardo da Vinci project for Lifelong Learning
of the European Commission.

It is a sub-project of a wider European Union level project
called ECVET
European Credit System for Vocational Education and Training
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1. What is the ECVET project ‘VET Credit
Conversion System’ all about?...cont


It is about creating a common (European) credit
system for Vocational education and training (VET)
ECTS
Academic Higher education
(Bologna Process)
ECVET
Vocational Education
(Copenhagen Process)
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1. What is the ECVET project ‘VET Credit
Conversion System’ all about?...cont

Hence, it is about creating a system where we
could develop vocational qualifications which are
transparent, comparable, and transferable in order
to improve the flexibility of learning pathways and
mobility both locally and abroad.
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1. What is the ECVET project ‘VET Credit
Conversion System’ all about?...cont

In fact, the ECVET methodological framework is all about :
describing qualifications in terms of units of learning
outcomes with associated points, a transfer and
accumulation process, and complementary documents
such as student learning agreements, and the issuing of
personal transcripts.
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2. Why, When, and How was the ECVET
created?

The European Credit System for Vocational
Education and Training (ECVET) is a new European
Tool created for promoting, facilitating, and
enhancing the provision of flexible learning
pathways, student mobility across Europe, and after
all it is a tool for encouraging life long learning.
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2. Why, When, and How was the
ECVET created?...cont

Through the Copenhagen Process the MS asked the
Commission to develop a proposal for a European
credit system in VET.

In turn, the Commission conveyed experts who
designed the ECVET technical specifications.
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2. Why, When, and How was the
ECVET created?...cont

The ECVET has then been adopted by the European
Parliament and the Council on June 18th 2009 and
provided the ECVET Recommendation document
which sets out the common principles and guidelines
for the proper implementation of ECVET.
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3. The main objectives and benefits of
the ECVET system

To support both student and ultimately employee
mobility across Europe
- through the recognition of the units of LO s that
add up to a full qualification

To facilitate Life long learning
- through the flexibility of programmes and
pathways to achieve qualifications

To encourage attractiveness of VET
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3. The main objectives and benefits of
the ECVET system...cont
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To ensure Quality in the provision of VET qualifications
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To facilitate permeability between vocational and
academic higher education programmes
OBJECTIVES
TARGETING:
Student Mobility
Lifelong Learning
Attractiveness to VET
More Quality in VET
Permeability
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4. The main features and the necessary
conditions to affectively apply ECVET
 Learning Outcomes
 Units
 ECVET Points
 Credit Transfer and Accumulation
 ECVET and non-formal and informal learning
 Memorandum of Understanding (MoU)
 Learning Agreement
 Personal Transcript
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 Learning Outcomes (LO s)
To implement ECVET it is necessary that
qualifications are described using units of
learning outcomes.

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 Learning Outcomes (LO s)
 LOs are statements of what a learner knows, understands, and is able to
do at the end of a learning process and which are defined in terms of
knowledge, skills and competences set according to the categories of the
level descriptors of the EQF.
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 Learning Outcomes (LO s)
 Therefore, for each level descriptor (hence from level 1-8 of the
MQF) , LOs are based on the knowledge, skills, and competences
expected on that level - which are fragmented as follows:
Knowledge
Skills
Competences
Knowledge and Understanding
Applying Knowledge and Understanding
Communication Skills
Judgmental Skills
Learning Skills
Autonomy and Responsibility
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 Learning Outcomes (LO s)
 LOs in Malta are also based on the Bloom’s Taxonomy
classification of learning objectives using:
- Concise statements
- Clear, simple wording
- Unambiguous language
- Future tense
- Action verbs suggesting overt behavior
- One verb for each outcome
- Appropriate verbs that reflect both the level and the strand
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 Units
 A Unit is a component of a qualification, consisting of a coherent
set of knowledge, skills, and competence that can be assessed,
validated, and recognised.
 Units enable progressive achievement of qualifications through
transfer and accumulation of learning outcomes.
 They are subject to assessment and validation which verify and
record that the learner has achieved the LO s expected.
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 Units
Units should be described in legible & understandable
terms by referring to the knowledge, skills, and
competences contained in them.

 Unit specifications should include the generic title of
the unit.
 This means that the title of the study units should be
meaningful from the point of view of the industry.
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 ECVET Points
 Provide additional information about units and qualifications in a
numerical form.
 Numerical representation of the overall weight of LO s in a
qualification and of the relative weight of units in relation to the
qualification.
 In Malta, 1 ECVET Point = 25 hours of Total Learning
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 Credit Transfer and Accumulation
 Credit refers to the fact that the learner has achieved
the expected LO s, which have been assessed and which
can be accumulated towards achieving a full
qualification.
 Credit is not to be confused with ECVET Points.
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 ECVET and non-formal and informal learning
 LO s achieved in informal and non-formal learning
contexts should also be given credit for through the
ECVET system.
 This makes it easier for the competent institution to
identify what learners have already achieved in
comparison to what is required in view of a qualification.
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 Memorandum of Understanding (MoU)
 Credit transfer is supported by mutual trust between the
competent institutions involved. – this is done through MoU
 A MoU is 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 the partnership’s
procedures for cooperation.
 By setting up a MoU, competent institutions should
acknowledge their partners’ approaches to designing units,
assessment, validation, and recognition as well as quality
assurance.
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 Learning Agreement
 A Learning Agreement is an individualised document which sets
out the conditions for a specific mobility period.
 It specifies, for a particular learner, which learning outcomes
and units should be achieved together with the associated ECVET
points.
 The learning agreement also lays down that, if the learner
achieves the expected learning outcomes and these are positively
assessed by the “hosting” institution, the “home” institution will
validate and recognise them as part of the requirements for a
qualification.
 Therefore, the learning agreement constitutes a commitment to
the learner that his/her achievement, if in line with the expectations,
will be recognised upon return.
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 Personal Transcript
A Personal Transcript is a document that belongs to the
learner.

While the learning agreement describes what the learner is
expected to achieve, the personal transcript documents
what s/he has achieved.
It is a record of learning achievements that contains
information on learner’s assessed learning outcomes, units,
and ECVET points awarded.
 It also specifies the identity of the learner and the
competent institution/s that assessed, validated and
recognised the learner’s credit.
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4. How will Malta implement ECVET?
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Through the national project – VET Credit Conversion
System
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It is a pilot project to test the ECVET implementation in
Malta
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8 partners are involved (3 foreign, 5 local)
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4. How will Malta implement
ECVET?...cont
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MQC is the coordinating partner
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30 courses are selected from 4 local VET providers
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Targeting 7 fields of studies :
Agribusiness,
Art and Design, Mechanical Engineering, Tourism,
Community Services, Business and Commerce, and
ICT and Computing
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4. How will Malta implement
ECVET?...cont
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Malta is to implement this initiative through developing
and pilot-testing a conversion process for the 30
selected courses.
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changing the 30 courses from their traditional system
to one which uses ECVET.
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Finally, a Manual needs to be developed which should
serve as a guiding document at a national level to help
any VET institution adhere to the ECVET system.
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For further information :
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Thank you for your attention!