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192
European journal of vocational training
No 42/43 – 2007/3 2008/1
Differences between ECVET and ECTS derive from the fact that the former,
unlike the latter, does not have many years of experience behind it. ECTS
was first introduced in 1989 in the context of the ERASMUS European mobility
programme, while the first meeting of the European technical group on
the development of a credit system for VET in Europe was held only in late
2003. Mutual trust and understanding among universities themselves and with
other tertiary-level institutions grew during that period. Non-governmental organisations
(NGOs) such as the European University Association (EUA) and
the European Association of Institutes in Higher Education (EURASHE) pursued
common aims. At European level, furthermore, the Council of Europe,
the European Students’ Union (ESIB) and UNESCO’s European Centre for
Higher Education (UNESCO - CEPES) are involved as observers. The Bologna
Process provides a framework for the introduction of a system of easily understandable
and comparable higher education diplomas in all participating
countries. The Bologna member countries have committed themselves to the
process itself and exercise self control over the implementation of the Bologna
priorities by means of stocktaking activities and follow-up groups.
In VET, there is so far no common procedure and no NGO operating in
the field. It is more difficult to develop a credit system for VET because, for
example, in some countries, the holders of certain diplomas issued by VET
colleges are awarded qualifications at levels typically achieved by university
graduates at bachelor level in other countries. The advantage of ECTS
over ECVET is that readily comparable institutional and curricular conditions
and courses (including the time input) apparently make it easier to find a
benchmark for learning outcomes in relation to study disciplines and curricula.
The VET sector, by contrast, comprises a large number and variety
of institutions, traditions, statutory regulations and forms of social recognition
in each individual Member State. ECTS, in fact, says nothing about the
content, composition or equivalence of study programmes. It has much more
to do with quality issues, which universities must settle by means of bilateral
or multilateral cooperation agreements. The starting-point for ECVET
qualifications, on the other hand, is technical specifications (e.g. for knowledge
and skills) and quality assurance procedures, as well as the assessment
and validation of outcomes. In practical terms, ECVET is based on the
one hand on the description of qualifications in the form of learning outcomes
or knowledge, skills and competences and, on the other, on the award of
credits for qualifications and units or modules. Credits will be discussed in
the next section. Learning outcomes (see Table 3) are the main common
element of ECVET, ECTS and EQF. However, the ‘learning outcomes’ for