Group items tagged

"The ECVET reflector study was carried on behalf of the European Commission between December 2005 and February 2007, shortly before the ECVET consultation phase. It is embedded in the general objectives of the European Commission and Parliament on enhancing mobility of apprentices (both young people and adults) within VET. The study mandate was to analyse the relationships between the characteristics of the European credit system for vocational education and training (ECVET), as proposed by the European Commission in its consultation document, and the existing regulations and practices of assessment, validation and certification as well as accumulation and transfer of learning outcomes in the national VET and qualification systems in Europe. The aims of the study include: Formulating qualified proposals as to how to design ECVET for possible subsequent implementation throughout Europe in accordance with national and regional rules and regulations; Identifying possible needs for support during ECVET implementation and application; Formulating recommendations for further actions at VET stakeholder levels in national and regional contexts."

A list of 3 eexisting ECVET studies on policies, case sudes, etc..., by : 1. MOVE IT Study of the obstacles to transnational mobility of apprentices and other young persons in initial vocational training and of how these obstacles can be surmounted 2. ECVET REFLECTOR Study on the implementation and development of an ECVET system for apprentices and other young persons in initial vocational training 3. ECVET CONNEXION Study on the feasibility of an ECVET system for apprentices and other young persons in initial vocational training (test phase)

A GREAT TOOLBOX TO DESIGN ECVET PROGRAMMES AND VET CREDIT, such as : 1) "ECVET Conversion Manual Project Name/Author: VET-CCS project in Malta Date Posted: 22 October 2013 Description: A Manual for the conversion of qualifications and training courses to ECVET - output of the VET-CCS project in Malta. "

ECVET pilot projects funded under the lifelong learning action programme, other projects relating to the ECVET testing and development exist. These concern the European Qualification Framework (EQF) projects, which offer interesting complementarities with the ECVET pilot projects and the national ECVET projects; as well as projects funded by the LEONARDO programme.

The system of vocational education and training in Poland is currently being modernized by introducing numerous changes, such as defining qualifications required for specific occupations and defining sets of skills for each qualification together with learning outcomes. This modifications will allow easier ECVET implementation in the future, however the details of applying ECVET in Poland need further development and examination which could be supported by NA.

Vocational Education and Training (VET) Credit Conversion System Manual for the Conversion of qualifications into the ECVET System

Using ECVET to Support Lifelong Learning ANNOTATED EXAMPLES OF HOW ECVET CAN BE USED TO SUPPORT LIFELONG LEARNING

In this booklet Cedefop considers the conditions and measures that Member States need to have in place by 2012 following the 2009 European ECVET recommenda - tion. It has been prepared in close cooperation with the European Commission, the members of the ECVET usersʼ group, and supporting organisations such as the ECVET secretariat and the network of European agencies for lifelong learning.

Here a short repository on education and Training topics including: ECVET, EQF, EQARF, ECTS...

Here a short repository on education and Training topics including: ECVET, EQF, EQARF, ECTS...

"'Now that we see how ECVET can work, broader national strategies are needed which create a link between all the European transparency instruments'. Carlo Scatoli, Policy Officer at the European Commission, DG EAC"

"Case Studies We will be showcasing best practice projects who are implementing ECVET on our website. Below is an example case study, available to download as a PDF:"

"In June 2010, the European Commission presented a ten-year vision for the future of vocational education and training in a Communication titled 'A new impetus for European cooperation in vocational education and training to support the Europe 2020 strategy' (COM(2010) 296 final). In December 2010, in Bruges (Belgium) the priorities for the Copenhagen process for 2011 to 2020 were set, establishing a vision for vocational education and training to be reached by the year 2020: attractive and inclusive VET; high quality initial VET; easily accessible and career-oriented continuing VET; flexible systems of VET based on a learning outcomes approach which cater for the validation of non-formal and informal learning; a European education and training area; substantially increased opportunities for transnational mobility; easily accessible and high-quality lifelong information, guidance and counselling services. Based on this vision a total of 11 strategic objectives were set for the period between 2011 and 2020 as well as 22 short-term deliverables for the first four years. There are a number of initiatives under development to enhance the transparency, recognition and quality of competences and qualifications, facilitating the mobility of learners and workers. These include the European Qualifications Framework (EQF), Europass, the European Credit System for VET (ECVET), and the European Quality Assurance Reference Framework for VET (EQAVET). "

DISCO, the European Dictionary of Skills and Competences, is an online thesaurus that currently covers more than 104,000 skills and competence terms and approximately 36,000 example phrases. Available in eleven European languages, DISCO is one of the largest collections of its kind in the education and labour market. The DISCO Thesaurus offers a multilingual and peer-reviewed terminology for the classification, description and translation of skills and competences. It is compatible with European tools such as Europass, ESCO, EQF, and ECVET, and supports the international comparability of skills and competences in applications such as personal CVs and e-portfolios, job advertisements and matching, and qualification and learning outcome descriptions.

This report analyses progress towards the short-term deliverables. The synthesis report indicates the overall trends and the progress of Member States. Separately published country fiches, concise information on VET systems, and statistical indicators, to be published in the beginning of 2013, will complement the report and provide further, specific data which will allow policy makers to consider concrete actions for development. 

Get recognition for learning that happens anywhere. Then share it on the places that matter. Opean Badges help you share skills & interests with the world.

"La HES-SO propose en partenariat avec l'Université de Genève la Validation des Acquis de l'Expérience dans la perspective de la formation tout au long de la vie. En reconnaissant les compétences acquises, dans le cadre d'activités professionnelles et associatives, la VAE permet une dispense partielle d'un programme de bachelor."

"Where do you go if you want to get better at your web skills? How do you even know what's important to learn? The Web Literacy Map contains the competencies and skills that Mozilla and our community of stakeholders believe are important to pay attention to when getting better at reading, writing and participating on the web. The Web Literacy Map is part of Mozilla's ongoing goal to create a generation of webmakers - those who can not only elegantly consume but also write and participate on the web. Read more"

Special Eurobarometer 369 / Wave EB75.4 - TNS opinion & social Attitudes towards vocational education and training REPORT Fieldwork: June 2011 Publication: September 2011

Cedefop Study, Competence framework for VET professions

When assessment is seamlessly woven into the fabric of the learning or gaming environment so that it's virtually invisible-blurring the distinction between learning and assessment-this is stealth assessment. It is intended to be invisible, ongoing, support learning, and remove (or seriously reduce) test anxiety while not sacrificing validity and consistency. A good way to describe stealth assessment is with a metaphor.