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Be-TWIN Leonardo Project From the loner to the internationalist

Be-TWIN Leonardo Project From the loner to the internationalist. An ECVET system for initial vocational education and training Phil Whitehead Staffordshire LLN Project Co-ordinator. Some issues...?. Mobility Conditions for improving lifelong learning

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Be-TWIN Leonardo Project From the loner to the internationalist

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  1. Be-TWIN Leonardo ProjectFrom the loner to the internationalist An ECVET system for initial vocational education and training Phil WhiteheadStaffordshire LLN Project Co-ordinator

  2. Some issues...? • Mobility • Conditions for improving lifelong learning • Flexible learning and Recognition of Prior Learning • Demographics • Internationalism • Compatibility, comparability and complementarity of credit systems in VET and ECTS • Variety of approaches – European tools and national policies and reforms • Member states define and develop their own policies by building on established practices

  3. Key Concepts and Influences • The Bologna Process (European Higher Education Area) • The Copenhagen Process • The Lisbon Convention • ECTS (European Credit Accumulation and Transfer System) • ECVET (European Credit System for Vocational Education and Training • European Qualifications Framework (EQF) • EuropassThe Diploma Supplement

  4. ECTS: European Credit Transfer & Accumulation System • Is a tool which enables students to collect credits for learning achieved through higher education. • Is a learner-centred system for CAT based on the transparency of learning outcomes and learning processes. • Is widely used in formal higher education and can be applied to other lifelong learning activities. • ECTS credits are based on the workload students need in order to achieve expected learning outcomes - 60 ECTS credits are attached to the workload of a full-time year of learning (academic year) and the associated learning outcomes. • One credit corresponds to 25 to 30 hours of work.

  5. ECVET • Aims for better comparability and compatibility between different national VET and qualification systems (implemented by 2012?) • Voluntary framework to describe qualifications in terms of units of learning outcomes • Units associated with certain number of ECVET points (60 points should correspond to learning outcomes achieved in a year of FT VET) • In ECVET learning outcomes acquired by an individual in different contexts, whether abroad or under another system, can be easily transferred to the individual’s home context for accumulation and the achievement of a qualification

  6. Be-TWIN – Background Information Bologna Process • European Reform Process to create EHEA (46 countries)- 2010 • Based on co-operation • Attractive to students and staff • Facilitating mobility • Supporting personal development of students • Promoting equal access to HE • Validation of the outcomes of lifelong learning • Transparency of qualifications ECVET Pilot Projects

  7. ECVET Pilot Projects • The CAPE-SV project: capitalisation of learning outcomes in Europe’s live performing arts. • The OPIR project: practical and interregional tools for ECVET. • The ECVET ASSET project: Automobile Service Sector. • The SME Master+ project: Skilled Mobile-European Master Plus (bakers) • The AEROVET project: identification of sector-related qualifications according to common demands of being employed by enterprises of the European aeronautic and space industry. • The N.E.T.WORK project: ECVET System for ‘No borders in tourism hospitality’. • The CREDCHEM project: testing CTS to improve mobility within the chemicals sector. • And more....

  8. Be-TWIN: Motivation • The 2 credit systems (ECTS for HE and ECVET for VET) represent different methodological approaches that both aim at facilitating credit transfer and accumulation. • To fully support LLN it is crucial that these systems become interconnected. • In several participating countries, qualifications are at boundaries between ECVET and ECTS – e.g. French BTS and UK FDs are both designed using the learning outcomes approach and would naturally fit the ECVET logic. • However, in order to receive financing of their students’ mobility, institutions awarding these qualifications have to use ECTS.

  9. Be-TWIN – Motivation continued • Project will test ECVET on qualifications at different EQF levels (4,5,6 and 7). • These qualifications are sited at junction of VET and HE as they are designed within the learning outcomes approach, favour on-the-job training and respond to a professional standard needed by the industry. • Three sectors: plastic industry, hospitality management and training of trainers.

  10. Project Overview: Aims • Bringing ECTS and ECVET closer to bridge the gap between Higher Education and VET by implementing a unified European approach to education and training • Credit transfer and accumulation • Students’ and workers’ mobility • Lifelong learning • Harmonisation of national systems within a common European approach to Education and Training • Articulation of the two methodological approaches: student workload and learning outcomes • Long-term perspective: merging of the two systems on the basis of the learning outcomes approach

  11. Project Partners • CCIP (France) • University of Rousse (Bulgaria) • Rectorat de Paris (France) • CPV (Italy) • USP Venezia (Italy) • LLN and Stratford College (UK) • ZdZ (Poland) • UNICA (Belgium) • ENAIP (Italy) • DEKRA (Germany) • Ekonometpika (Greece)

  12. The Work Packages • Work Package 1: Project Co-ordination • Work Package 2: Methodology • Work Package 3: Operational Testing • Work Package 4: Project Evaluation and Quality Assurance • Work Package 5: Exploitation of results • Work Package 6: Dissemination of results

  13. Work Package 2: Methodology • Design and publish a methodological guide linking both credit systems • Develop a matrix to be applied in the framework of the three case studies

  14. Work Package 3 Operational Testing • Implement 3 case-studies based on existing programmes: • CSI: Plastics Industry (EQF 4 and 5) – 3 French and 1 German partner looking at horizontal and vertical mobility at levels 4 and 5 – 80 learners • CS2: Hospitality Management – Fd at Stratford College and BA in Hospitality Management, CCIP and Ecole de Savignac – involving 120 learners • CS3: Training of trainers (Adult Education – EQF 6 or 7 – DEKRA, CCIP, USP Venezia (with University of Padua) – focus on trainers’ qualifications – 30 learners involved • Ongoing

  15. Achievements to date • Stratford College – website • WP: Evaluation – External Evaluator • WP: Dissemination • WP: Methodology (published July 2010) • Conferences and Work Package meetings • Dissemination and exploitation – general approaches

  16. Useful websites and other information • www.be-twin.eu • www.europeunit.ac.uk (and weekly European HE newsletter) • ECVET Bulletin (via project website) • EU Connects • www.westmidlandsineurope.org (West Midlands in Europe) Thank you for listening: p.r.whitehead@staffs.ac.uk

  17. And... Thank you for listening. Any questions?

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