TRANSPARECNY, VALIDATION, RECOGNITION
In this page we provide articles concering transparency, validation and recognition of occupations or competencies. This it will be util to all educational practitioners involved into VET.
Basic language of ECVET
The intention of this article is to provide some basic knowledge about what ECVET is and it support regarding transfer, recognition and validation of occupations and competencies. So:
ECVET is a tool that can assist lifelong learning by improving transfer, recognition and accumulation of what has been learnt in the past. It can ease the development of individualised lifelong learning paths which enable people to gain knowledge, skills and competence and ultimately also a qualification progressively and building on what they learnt previously.
Source: Using ECVET to Support Lifelong Learning; ANNOTATED EXAMPLES OF HOW ECVET CAN BE USED TO SUPPORT LIFELONG LEARNING
European Credit System for Vocational Education and Training (ECVET) has the following purposes:
make it easier for people to get validation and recognition of work-related skills and knowledge acquired in different systems and countries – so that they can count towards vocational qualifications make it more attractive to move between different countries and learning environment
increase the compatibility between the different vocational education and training (VET) systems in place across Europe, and the qualifications they offer
increase the employability of VET graduates and the confidence of employers that each VET qualification requires specific skills and knowledge.
Learning outcomes at core of European education
Actual education in Europe it’s based on learning outcomes. Now occupations/qualifications and training curricula are described in terms of learning outcomes. All European tools and initiatives are related to learning outcomes and use it.
So, it’s a must than every educational specialist to understand exactly which means the learning outcomes.
Cedefop provides two interrelated definitions of this concept:
(a) learning outcomes are defined as ‘statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence’;
(b) learning outcomes are defined as ‘sets of knowledge, skills and/or competences an individual has acquired and/or is able to demonstrate after completion of a learning process, either formal, non-formal or informal’.
The relationship between these two definitions can be understood as the relationship – or feedback-loop – between intended and actually achieved learning outcomes.
In fact, learning outcomes are intentional. It represents that the learner must achieve. Actually achieved learning outcomes brings us to the concept of competence.
Cedefop define competence as following: the ‘ability to apply learning outcomes adequately in a defined context (education, work, personal or professional development).