ECVET in Health and Social Care Education: Enhancing Learning Pathways

1. ECVET Transnational Contact seminar Cooperation in the filed of Health and Social Care Education Transnational contact semiar, Program Erasmus+, KA1 Děkuji za pozornost.www.dzs.cz

2. What is ECVET? The European Credit system for Vocational Education and Training (ECVET)- tool adopted by EP and EC in 2009 with the aim to: • support lifelong learning • the mobility of learners • the flexibility of learning pathways to achieve qualifications. The adoption and implementation of ECVET in the participating countries is voluntary.

3. ECVET core principles • Learning outcomes • Units of learning outcomes • ECVET points • Credit. • Mutual trust and partnership (Memoranda of Understanding and Learning Agreements)

4. ECVET core principles • Learning outcomes : statements of knowledge, skills and competence (responsibility and autonomy) that can be achieved in a variety of learning contexts. Provided that LO are written in a realistic, comprehensible and transparent manner - can serve as the ‘common language’ that is needed when three parties from different backgrounds discuss work-based learning and apprenticeship arrangements. The involvement of learners in this process is considered as essential.

5. ECVET core principles • The units of learning outcomes components of a qualification, consisting of a coherent set of knowledge, skills and competence that can be assessed and validated’ (EP, 2009). A unit can be specific to a single qualification or common to different qualifications.It should be described in clear and understandable terms in a user-friendlymanner. The unit description enables competent institutions and VET providers from different qualifications systems as well as the employers to understand the characteristics of units and of the assessment which has taken place in another context.

6. ECVET core principles • The clarity of units’ titles is particularly crucial for communication to employers. • the generic title of the qualification (or qualifications) to which the unit relates, where applicable, • the reference of the qualification according to the EQF level and, where appropriate, the national qualifications framework level, with the ECVET credit points associated with the qualification, • the learning outcomes contained in the unit, • The amount of detail contained in the unit description should suit the purpose for which the description is being used and for whom it is intended. If the description is used to communicate about the content to the learners or employers, less detail will be needed than if the same description is also used to guide the assessment process.

7. ECVET core principles • ECVET points provide additional information about units and qualifications in a numerical form (not used by all VET systems) , i.e. abouttheoverall weight of learning outcomes in a qualification and of the relative weight of units in relation to the qualification. The number of ECVET points allocated to a unit provides the learner with information concerning the relative weight of what s/he has accumulated already. It also provides the learner with information concerning what remains to be achieved

8. ECVET core principles • Credit refers to the fact that the learner has achieved the expected learning outcomes which have been assessed positively and the outcome of the assessment was documented in a personal transcript. Based on this documentation, other institutions can recognise learners’ credit. Credit can be transferred to other contexts and accumulated to achieve a qualification on the basis of the qualifications standards and regulations existing in the participating countries.

9. ECVET core principles • LearningAgreement Recognition of credit achieved during anorganised mobility is facilitated by the use of learning agreements. These ensure that the hosting and the home institutions as well as the learner, have information about the objectives and conditions of the mobility period as well as their roles. Compliance with the learning agreement enables automatic recognition of credit upon the learner’s return. This is done without additional assessment or examination of the mobility period content.

10. ECVET core principles • Memorandum ofUnderstanding In order to recognise credit, the competent institution in charge needs to be confident that the required learning outcomes have been assessed in a reliable and valid manner. It also needs to trust that learners’ credit does concern the learning outcomes expected and that these are at the appropriate level. By setting up a MoU, competent institutions should acknowledge their partners’ approaches to designing units, assessment, validation, recognition as well as quality assurance. Through this process, they make informed judgements about the conditions under which they can recognise credit achieved in partner systems. .

11. ECVET core principles • Thepersonal transcript a record of learning achievements, which contains information on learners’ assessed learning outcomes, units and /orECVET points awarded.It also specifies the identity of the learner and the competent institution(s) that assessed, validated and recognised learners’ credit. The personal transcript is a document that belongs to the learner. Forthispurpose, e.g. Europass Mobility canbeused.

12. ECVET Apprenticeships and work-based learning (WBL) have been high on the European VET policy agenda during the last years • introduction and further development of apprenticeship schemes has been supported by various activities at European level. • In 2012 the European Alliance for Apprenticeships (EAfA) was initiated to strengthen the quality, supply and image of apprenticeships across the EU with the objective to improve the employability of young people as well as the availability of skilled workforce to match labour market needs. • ET 2020 Working Group n VET) developed 20 guiding principles for ‘high-performance apprenticeships & work-based learning’ in 2014-2015.

13. ECVET • ErasmusPro initiative aims to increase the number of long-duration VET mobility (3 to 12 months) in work placements abroadfor the period 2018-2020. Only a small fraction of apprentices spend time learning in another Member State and even then, it is usually for a very short amount of time (one month on average).

14. ECVET • European Framework for Quality and Effective Apprenticeships The European Commission has adopted on 05/10/2017 a proposal for a Council Recommendation on a European Framework for Quality and Effective Apprenticeships. It is part of the 2016 New Skills Agenda for Europe and its ambition to improve the quality and relevance of skills formation. The Framework sets out 14 criteria (for learning and working conditions and framework conditions) to define quality and effective apprenticeships, ensuring both the development of job-related skills and the personal development of apprentices. It takes into account the diversity of vocational education and training (VET) systems across the EU and respects the Member States' competence in the area of VET.

15. ECVET Criteria for learning and working conditions: • Written contractbetween the employer, the apprentice and the vocational training institution. • Learning outcomes: Comprehensive learning outcomes should be defined by the employers and vocational training institutions, ensuring both job-related skills and personal development. • Pedagogical support: In-company trainers should be designated and cooperate closely with VET providers and teachers. Teachers and trainers should be supported to update their skills. • Workplace component: At least half of the apprenticeship duration should be carried out in a workplace, and there should be opportunities to undertake part of such placements abroad. • Pay and/or compensation taking into account cost sharing arrangements between employers, apprentices and public authorities.

16. ECVET • Social protectionincluding necessary insurance • Work, health and safety conditions that the host workplace should comply with.

17. ECVET • Criteria for framework conditions: • Regulatory framework: A clear and consistent regulatory framework should be in place, based on partnership and a transparent dialogue among all relevant stakeholders. • Involvement of social partners: Social partners, including at sectoral level, should be involved in the design, governance and implementation of apprenticeship schemes. • Support for companies: Financial and/or non-financial support should be provided, particularly for small, medium-sized and micro-companies.

18. ECVET • Criteria for framework conditions: • Flexible pathways and mobility: There should be flexible entry requirements, as well as opportunities for further education and training. Apprenticeships should lead to a nationally recognised qualification. Transnational mobility should be a component of apprenticeships. • Career guidance and awareness raising: Career guidance, mentoring and learner support should be provided to ensure successful outcomes and reduce drop-outs. • Transparency: The transparency of, and access to, apprenticeship offers within and between Member States should be ensured. • Quality assurance and graduate tracking: There should be quality assurance of apprenticeships and tracking of employment and career progression of apprentices.

19. ECVET Eight principles for supporting flexible VET pathways, as suggested by the ECVET Working Group (operative between June 2016 and February 2017). These principles, the outcome of the working group, express what is needed to support flexible learning pathways in vocational education and training. • ƒ Principle 1: Qualifications should be composed of clearly defined groups of learning outcomes. • ƒ Principle 2: Groups of learning outcomes within a qualification should be capable of independent assessment. • ƒ Principle 3: The assessment of each group of learning outcomes should be properly documented. ƒ Principle 4: Provision of learning opportunities should be arranged to facilitate individuals to achieve groups of learning outcomes. • ƒ Principle 5: Individuals should have the opportunity to have their learning outcomes validated, irrespective of how and where they have acquired them. • ƒ Principle 6: Individuals should have the opportunity to accumulate their assessed groups of learning outcomes towards a qualification. ƒ • Principle 7: Individuals should have the opportunity to transfer their groups of learning outcomes validated in one context to other contexts (such as programmes, qualifications, national/regional systems or countries). • ƒ Principle 8: Processes for development, assessment, validation and recognition of sets of learning outcomes should be transparent and underpinned by quality assurance.

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