Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
country to another, the project focused<br />
on the rationale behind the learning:<br />
typical work and business processes.<br />
The 10-18 units of learning outcomes<br />
created correspond to the activity fields<br />
of master crafts.<br />
“ Participants were<br />
invited to reflect on<br />
the benefits to apply<br />
the ECVET technical<br />
framework in their<br />
country and to see<br />
some joint benefits<br />
related to employability<br />
and salaries. ”<br />
As it was rather difficult for an expert<br />
to design learning outcomes, and especially<br />
to distinguish skills and competences,<br />
the project defined the successive<br />
steps (3-4 steps) to acquire<br />
learning outcomes and required competences<br />
at the final stage.<br />
As project manager, Christian Sperle<br />
expressed the specific challenges<br />
SMEs face for continuing with a practical<br />
approach:<br />
• VET practitioners are not very familiar<br />
with the learning outcomes approach,<br />
so after establishing a learning outcomes<br />
matrix, the international partnership<br />
has to deal with intense<br />
matching of learning outcomes to organise<br />
mobility periods.<br />
• No partners were using credit points.<br />
Assessment of learning outcomes is<br />
not particularly easy for short-term<br />
mobility.<br />
• For example, in Germany, ECVET<br />
implementation clashes with national<br />
regulations of exams and funding (assessment<br />
is paid by companies).<br />
• Learning agreements and personal<br />
transcripts overlap with Leonardo<br />
templates.<br />
• In the context of Germany, Christian<br />
Sperle underlined another important<br />
point: the need for a more flexible<br />
ECVET recommendation that would<br />
not require the implementation of<br />
all elements, but rather allowing for<br />
some elements to be adapted to<br />
the national context of Germany.<br />
“Assessment as quality assurance<br />
can be done by companies but the<br />
final exam should be done by the<br />
Chambers of Commerce”.<br />
It was clear that the contexts and VET<br />
systems are very different among the<br />
participants. Although the vision on<br />
how to implement ECVET in their national<br />
contexts might differ, participants<br />
were invited to reflect on the benefits to<br />
apply the ECVET technical framework<br />
in their country and to see some joint<br />
benefits related to employability and<br />
salaries.<br />
Following this, the discussion on<br />
ECVET was put in the perspective of<br />
understanding qualification systems in<br />
a national context (including identification<br />
of key actors and different functions)<br />
and specifying the role of social<br />
partners in ECVET projects and ECVET<br />
implementation.<br />
There was willingness amongst most<br />
participants who are intermediate competent<br />
bodies to define their specific<br />
role in terms of dissemination, responsibility<br />
to enhance employability and mo-<br />
bility. Intermediate competent bodies<br />
are also seriously concerned about the<br />
role of sectors at European level and<br />
about the key role of craft chambers in<br />
some countries (Germany).<br />
As a conclusion to this seminar, Liliane<br />
Volozinskis emphasised the need to<br />
more precisely define the role of intermediate<br />
bodies in ECVET implementation<br />
as well as their institutional role with<br />
regard to training centres.<br />
<strong>www</strong>.<strong>ecvet</strong>-<strong>team</strong>.<strong>eu</strong> 09<br />
<strong>www</strong>.<strong>ecvet</strong>-projects.<strong>eu</strong>
Change language