Duration
36 months
General approach/description of the project
The two credit systems, European Credit Transfer and Accumulation System (ECTS) for higher education and ECVET for VET, represent different methodological approaches which both aim at facilitating credit transfer and accumulation.
However, to fully support lifelong learning, it is crucial that these systems become connected. In the long run, a joint implementation of both credit systems might enable greater permeability between VET and higher education (HE). In several of the countries participating in this project, qualifications are at boundaries between ECVET and ECTS. For example, the French BTS and the UK Foundation Degree 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.
The project has chosen to test ECVET on qualifications at different EQF levels (4, 5, 6 and 7). These qualifications are situated at the junction of VET and higher education as they are designed according to the learning outcomes approach, favour on-the-job training and respond to a professional standard needed by companies.
Three sectors have been selected: plastic industry, hospitality management and training of trainers.
The choice of the plastic industry sector stems from the fact that some of the partners have already been involved in the Europlastic project –www.europlastic.org – which aimed at developing a European curriculum in this sector, including teaching in English and internships abroad.
As for hospitality management, this industry requires its workers to be mobile and to experience different types of national cuisines and services in order to progress in their careers. Lastly, training of trainers appeared to the partners to be of particular relevance in the linkage between ECTS and ECVET.
The BE-Twin project intends to develop tools and methodologies to facilitate a common implementation of ECTS and ECVET.
The project has first identified common denominators to design a translation tool between the two systems. These are being tested through three case studies, based on three different sectors, corresponding to four EQF levels (levels 4, 5, 6 and 7):
* Levels 4 and 5 – Plastic Industries;
* Levels 5, 6 and 7 – Hospitality management;
* Levels 6 and 7 – Training of Trainers.
The project will then define a global framework in which both credit systems will be complementary and not opposed. This will enable:
* the enhancement of vertical mobility of learners in VET, to bridge the gap between higher education and VET, by enabling recognition of ECVET and ECTS credit; and
* the combination of the learning pathways approach of ECTS with the learning outcomes approach of ECVET.
Target group
The Be-Twin project is focused on three sectors (plastic industry, hospitality management and training of trainers). The project aims to test ECVET on qualifications at different EQF levels.
- Levels 4 and 5 – Plastic Industries (in France, between “Bac Pro” and BTS)
- Levels 5, 6 and 7 – Hospitality Management (equivalent of Foundation degree in the UK)
- Levels 6 and 7 – Training of trainers
Dissemination
The final conference of the project has been held in Paris on 9 December 2011.
Transfer And Accumulation
N/A
Units of learning outcomes
Method
The first step was to agree on the concepts and definitions using the key documents (ECTS Key features 2008; ECTS User’s Guide 2009; Recommendation on ECVET; ECVET Questions and Answers; CEDEFOP glossary etc.), and outputs from different workshops and seminars (European Commission, CEDEFOP, ECVET pilot projects). Then the project identified the similarities and differences between ECVET and ECTS.
A matrix to translate qualifications from ECTS and ECVET and vice versa was developed to be applied in the framework of the case studies, i.e. implement ECVET and ECTS in existing training programmes:
- Case Study 1: Plastics Industry (+ geographical mobility)
- Case Study 2: Hospitality management (+ vertical mobility)
- Case Study 3: Training of trainers (work in progress: scope of the case study to be further defined)
This approach will be tested through mobility periods.
Mobility periods are envisaged to be short. It is envisaged to create a unit for mobility purposes for each qualification concerned. The Unit chosen for the BTS in Plastics industry is Communication (C6), an important unit for plastics technicians. Indeed a large part of their work consists in transmitting instructions, writing reports and presenting technical diagrams etc.
However the unit being too large to be validated as a whole during a mobility period, it was broken down into several learning outcomes (1.5 ECVET points each).
ECVET Points
The matrix designed by the project is a translation tool allowing an articulation between ECTS and ECVET. It describes the same qualification in terms of ECVET points and ECTS points. This matrix can be used in two different ways: to apply both credit systems within one training programme, or apply one credit system using the methodological approach based on learning outcomes to enable permeability between different sectors of education and training. The way the matrix is used will depend on the decision of the training providers. In the long run, there might be only one system but this question is beyond the scope of the project.
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Methodology to use the proposed matrix (see Slide 9):
Steps to use the matrix from the ECVET perspective:
- start with identifying the units of learning outcomes and allocate ECVET points to each unit according to their relative weight within the qualification
- disentangle the units in order to identify individual learning outcomes
- weigh individual learning outcomes according to their relative importance to pass the unit of learning outcomes. E.G: unit 1 consists of 5 identifiable, distinguishable learning outcomes; these can be ranked according to their overall significance in attaining the unit: consequently their relative significance can be expressed in ECVET credit points based on the total number of points allocated to the unit
- put the units of learning outcomes and the learning activities into the matrix
- match (“cross”) the learning activities and learning outcomes according to which outcomes each activity contributes to
- reallocate to each activity the number of points already allocated to each outcome
- calculate the ECVET points for each unit of learning outcomes in the right column and the ECTS points for each learning activity in the bottom column
Steps to use the matrix from the ECTS perspective:
- start from the existing curriculum and possibly ECTS credit points already allocated to the learning activities
- identify individual learning outcomes related to the curriculum and professional profile
- group them into relevant units
- put the learning activities into the matrix – horizontal direction
- put the learning outcomes into the matrix – vertical direction
- cross which learning activities contribute to which outcomes
- reallocate to each learning outcome the number of points already allocated to learning activities
- calculate the ECTS points for each learning activity
The matrix has been tested in 2 case studies. In the Plastics industry (BTS in France, level 5), the qualification chosen is designed in terms of learning outcomes (ECVET approach), although the qualification belongs to higher education sphere (ECTS).
In the Plastics Industry, the objective has been to apply the methodology developed by proposing an application of both credit systems to the existing qualification (BTS), define the number of ECTS credit points allocated to each learning activity, define the number of ECVET credit points allocated to each unit of Learning outcomes.
ECVET and ECTS credit points were attributed to the qualification (see Slides 23, 24, 25 of
this presentation for the detailed steps), on the basis of 120 ECTS points for two years. The allocation of points was calculated on the number of hours of each learning activity and coefficients were also taken into account.
A similar process has been applied to the second case study in hospitality management (Foundation Degree).
Further steps:
In gerenal, it has been necessary to overcome the identified limits in order to fine tune the implementation of both credit systems within the BTS. For instance, so far only the number of hours has been taken into account for ECTS points. The shift to LOs had to be integrated.
In addition, some learning activities do not contribute directly to learning outcomes that are certified in the final qualification. For instance, mathematics and physics are common to all BTS qualifications. The learning outcomes for these subjects are not evaluated in the training centre. These learning activities do not correspond to a certified unit of learning outcomes in this specific BTS and do not feature in the occupational standards.
Some general competences (English, Mathematics) do not feature in the description of learning outcomes and are not part of occupational standards.
The next step was to define the assessment modalities for both credit systems, prepare the MoU and Learning Agreements that will be used. A mobility scheme has been organised to test the device in real life.
Consolidation of partnerships in formal agreements
Further steps of the project:
→ Writing and signing of a MoU, preparing Learning Agreements for each apprentice
→ Organisation of mobility schemes (3 weeks each)
- November/December 2010: German apprentices to France
- March/April 2011: French apprentices to Germany
Partnership
Project Promoter:
CCIP, Chambre de commerce et d’industrie de Paris, France
Partners:
DEKRA akademie GMBH, Germany
Ekonometpika, Greece
Ente nazionale acli istruzione professionale, Italy
European Marketing Confederation, Belgium
Fédération de la plasturgie, France
Fondazione Giacomo Rumor Centro Produttivita Veneto, Italy
Lifelong Learning Network Staffordshire, Stoke-on-Trent, Shropshire,Telford and Wrekin, UK
Network of Universities from the Capitals of Europe (UNICA), Belgium
Rectorat de Paris -Délégation Académique à la Formation professionnelle initiale et continue, France
Rusenski Universitet "Angel Kanchev", Bulgaria
Stratford-upon-Avon College, United Kingdom
Ufficio Scolastico Provinciale di Venezia, Italy
Zaklad Doskonalenia Zawodowego, Kielce, Centrum Ksztalcenia Zawodoweg, Radom, Poland
Lead organisation contact details
Website
http://www.betwin-project.eu/
The website provides information about the Be-TWIN project. The website is designed to allow partners to add content as and when needed – e.g. to start a discussion, upload files, attach images as required.
Each organisation has its own page which can be accessed in the 'Partners' section.
Final Report
Be-TWIN guide to ECVET and ECTS for pedagogical staff
Article published about Be-TWIN in the ECVET Magazine in January 2011: Linking ECVET and ECTS
Article about Be-TWIN published in the French National Agency Magazine Soleo in June 2010
CCIP Info Session March 2011, FR
Presentation on project approach and results as held on final conference 9 December 2011 in Paris
BE-TWIN Toolkit in english (also available in French and Italian - see Toolbox)
The methodology to link ECVET and ECTS developed by the Be-TWIN project
Consult the Be-TWIN presentation on their approach to testing ECVET as made during the 4th pilot projects seminar in February 2010
Consult the presentation of Be-TWIN project approach to defining learning outcomes
Consult the description of the Be-TWIN project in the first issue of the ECVET Bulletin, p.12