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Table 3: Learning outcomes Instrument Definition Interpretation EQF ECVET ECTS Qualifications frameworks and credit systems: a toolkit for education in Europe Torsten Dunkel, Isabelle Le Mouillour each of the three instruments are defined differently and specified to differing degrees. A combination of knowledge, skills and competence (1, p. 10). Competence is described in terms of responsibility and autonomy. Descriptions of what the learner knows, understands and is able to do, after completion of the learning process. They are defined as knowledge, skills and competence (2, p. 10). These outcomes are sets of competences, expressing what the student will know, understand or be able to do after completion of a process of learning, long or short (3). They make it possible to compare qualifications according to criteria such as content and profile (1, p. 10). These are elements which are collected, transferred and accumulated as units. Learning outcomes are inferred from the target vocational or qualifications profile (2). The objectives of a learning programme are preferably specified in terms of learning outcomes and competences (3). Learning outcomes are precisely defined for each course or module depending on the study discipline. Source: (1) = European Commission, 2006a; (2) = European Commission, 2006b; (3) European Commission, 2004, p. 1. The implementation of a credit system requires the definition of small, manageable and transparent units which can be transferred relatively easily in a mobility context. Caution is needed, however, when using the terms ‘units’ and ‘modules’, since both terms translate into German as ‘Modul’. In ECVET, learning outcomes are grouped together in ‘units’, and a distinction can be drawn between units in the sense of ‘units of assessment’ and ‘modules’ in the sense of ‘modules of learning’. ‘Units’ are parts of a qualification and are based on a concentration of knowledge, skills and competences. ‘Modules’ represent a pedagogical/didactic view of the qualification and are defined as part of the educational programme (Le Mouillour, 2006; p. 26). In ECTS, modules are defined as ‘educational components of a study programme’ (European Commission, 2004; p. 1), i.e. in the sense of ‘modules of learning’. Given the specific characteristics of VET in Europe, learning outcomes were deliberately made the cornerstone of ECVET. The problem of classifying learning outcomes according to vocational proficiency levels has been addressed in this connection. In 2004, Coles and Oates devised the basis for, and an 193
194 European journal of vocational training No 42/43 – 2007/3 2008/1 initial draft of, a reference framework structure for VET. This study (Cedefop; Coles and Oates, 2005) is regarded as a blueprint for the development of the European Qualifications Framework (EQF). Nowadays, ‘the emerging European Qualifications Framework and its learning outcomes-based grid of reference levels is regarded as an important support instrument for the effective implementation of the ECVET system’ (European Commission, 2006d; p. 12). The differences in the definition and role of learning outcomes in ECTS and ECVET (see table 3) are crucial in the development of lifelong learning. Lifelong learning is not a continuum without any disruptions or frictional losses. The first ‘threshold’ comes with the transition from general to vocational education. Secondly, the gap between the education system and the labour market often has to be bridged (the second ‘threshold’), and thirdly there are the crossovers between general, vocational and higher education. Questions arise here about continuity in the vertical conception of the EQF levels and, hence, about the role of the credit points relevant to credit systems. No such credit points appear in the European reference framework (EQF), which focuses on learning outcomes. Significance and role of credits Analysis of the subject of credit systems and qualifications frameworks shows that, sooner or later, a sensitive issue comes up in the discussion: namely credits, or how to calculate them in specific, quantifiable figures. In other words, the crucial question as to the role of credit points. The Bologna Agreement among universities defines credits as components of study programmes, and the numerical value of such credits - so-called credit points - is transferred. Agreements on the calculation and allocation of ECTS credit points serve as a general context for organising student mobility (see Table 4). In ECVET, credits – or ‘learning credits’ – are the certified results of an examination of learning outcomes, taken abroad. ECVET credits are transferred (European Commission, 2006b). It falls to the competent authorities in the respective countries to establish the numerical value of ECVET credits. These competent bodies vary from one VET system to another and may be either ministries, chambers of industry and commerce, sectoral organisations or training providers.
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