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ECHO-NET-TRAIN Credit Framework Handbook ECHO-NET-TRAIN Credit Framework Handbook (Revised) Page 1 of 28 ECHO-NET-TRAIN Credit Framework Handbook Contents Page 1. Purpose and Scope 2. Credit Framework Platform 3. Memorandum of Understanding 4. Unit Specification Template 5. Award Rules of Combination Template 6. Learner Agreement 7. Credit Transcript 8. Linkage with EUROPASS 3 3 7 10 12 13 15 17 Appendix 1: ECVET Glossary of Terms Appendix 2: ECVET Definitions, Principles, and Functions Appendix 3: Credit Transfer Map (from WP1) Appendix 4: Research, Dissemination and Evaluation Strategy 18 21 23 24 Page 2 of 28 ECHO-NET-TRAIN Credit Framework Handbook 1. Purpose and Scope a. The purpose of this handbook is to detail the system and procedures which have been developed by the ECHO-NET-TRAIN consortium for assuring the quality of its Credit Framework Platform and processes. It contains tools which it has adapted from various sources, after careful evaluation, which it believes will be of value to any organisations which engage in discussions about possible credit transfer between their separate curriculum frameworks and qualifications. It is particularly adapted to the area of vocational qualifications. b. The handbook has been produced as part of Work Package 3 of the ECHO-NET-TRAIN project which addressed Negotiation and adaptation in agreeing and adopting a common credit platform as defined by this handbook. c. The handbook is intended for use by credit organisations and consortia which are considering harmonising their credit structures and processes and creating a credit transfer platform between them. In order to be of practical use, and to ensure understanding, the handbook contains a number of worked examples. d. The handbook relies upon definitions of concepts and terms which can be found in Appendix 1, and upon statements of principles and functions which can be found in Appendix 2. 2. Credit Framework Platform a. The ECHO-NET-TRAIN project (http://www.echonet.info/ent.html) was funded for the calendar year 2007 under the ECVET call for Proposals EAC/33/2006; b. The project aimed to develop a credit framework platform and a sound, lasting and active partnership between the ECHONET (http://www.echonet.info/default.html) and NET-TRAINERS (http://www.nettrainers.org/en/index.asp?p=1-1), supported by the advice and guidance of the OCNW (http://www.ocnw.com/). This work was carried out through: i. ii. “a pilot of experimental actions that supported transnational co-operation in credit transfer; research, evaluation and dissemination that ensured that real lessons were learnt, and broadcast during the project, that made a positive and lasting contribution to the development of a robust system and structure for European Credits for Vocational Education and Training (ECVET)”. c. Development of such platforms should facilitate the accumulation of credits as evidence of learning completed through study and/or experience and allow for transfer of credit by learners between different but potentially compatible systems of credit. Thus, completion of qualifications and job mobility (even between different European countries, including in the future Central and Eastern Europe) could be facilitated. d. Work Package 1 of the ECHO-NET-TRAIN project addressed Investigation and analysis of credit system and structures. It explained that its key recommendations had been agreed after considerable investigation by, and discussion and negotiation between, the various ECHO-NET-TRAIN partners. The recommendations concerning the essential elements of a credit framework platform, which it was going to recommend for usage, would be derived and adapted, as appropriate, from three sources: i ECVET proposals most particularly in the Technical Specification (Report 2005 of the Credit Transfer Technical Working Group); ii ECTS system most particularly the User Guide and Forms; Page 3 of 28 ECHO-NET-TRAIN Credit Framework Handbook iii English QCA Qualifications and Credit Framework pilot most particularly the Working specification for the “Qualifications and Credit Framework tests and trials, Version 1”. After evaluation, it was concluded that different elements for the project‟s agreed credit platform should be taken and adapted from different sources. The outcomes of this process are delineated in a Map of Credit Systems. This map can be found in Appendix 3 of this handbook and should be consulted now. It can be seen that, within it, the prime sources of, and main influences on, the tools and procedures included in the platform and in this handbook are highlighted. e. Further discussion of this process and of the tools and procedures to be included in the platform and in this Credit Framework Handbook can be found in the report on WP 3, pages 5 – 7and WP4 (particularly p14) The discussion there further evidences the conclusion that the development of a common set of tools and instruments is a crucial factor in the successful development of a common credit platform between two or more organisations/consortia working together for the first time on such a venture. WP4 (pp11 – 14) also evidences, from practical experience, some of the features which may be needed as new partners seek to work together. In summary, they include:      Development time Allowing content to have relevance to local differences Sharing of good practice Common pedagogic philosophy An agreed communications strategy f. WP 2 contains an enquiry into learner profiles and into the views and perceptions of learners of some of the concepts and tools which would contribute to a credit platform. The outcomes of the enquiry are sufficient to lead to a hypothesis that learners in vocational contexts are likely to be positive about the notions of: i) study outcomes being recognised by the award of credit; ii) credit transfer; iii) credit transfer promoting job mobility but may not have thought through, or have been encouraged to do so by organisations responsible for training, the connections between these three notions. This may mean that the personal implications of study credit available through a credit platform may not be easily recognised by learners. The implication is that organisations and consortia establishing credit platforms must give urgent attention to the effectiveness and comprehensibility of the information about credit transfer which they make available to learners and to making sure that it is used and understood.. g. Further, WP6 reports an investigation by the project in central and east Europe of understanding of, and receptiveness to, some of the concepts and procedures underlying the credit platform. The expectation was that countries from central and east Europe would be further back in their readiness for these kinds of developments than west European countries. WP6 suggests that such an expectation is not necessarily true and that the reality may be more mixed and complex. Some eastern European countries, at least, have developments (e.g. of national vocational curriculum frameworks) which familiarise them with relevant concepts and procedures. Many are engaging in European actions (normally ECTs relating to student credit transfer and mobility h. WP 5 is concerned with the research, dissemination and evaluation activities which have underpinned the development of a credit transfer platform and have been ongoing both during and after the project. There is an inter-relationship between these three types of activity and they are mutually supportive. All three have particular roles in a project such as this and the definition of their scope is determined by the objectives of the project. During WP5 a „Research, Dissemination and Evaluation Strategy‟ was developed for the project. It is attached here as Appendix 4, as a companion to the Credit Framework Handbook. An important part of the Research, Dissemination and Evaluation Strategy document shows how the strategy for development of the credit platform and the recommended research strategy are interlinked and that research (probably mostly desk-based) must precede most of the actions described in this handbook. Page 4 of 28 ECHO-NET-TRAIN Credit Framework Handbook i. This Credit Framework Handbook (CFH) defines the credit transfer platform by detailing the pro-forma templates that were identified, adapted and devised by the ECHO-NET-TRAIN partners. It also provides guidance on the application and purpose of pro-forma templates and the operation of the credit transfer platform. The diagram following provides an overview of how such a credit platform could be generated and operated. Thus, as a result of the investigations and discussions which constitute the ECHO-NET-TRAIN project, the key elements recommended are that:   a joint Board is formed to govern the operation of the credit transfer platform. In order to join the platform a future applicant organisation, which may be: another consortium, an Awarding Body or a Learning Provider, must complete and submit Memorandum of Understanding to the Board (CFH 3). Once accepted as a member of the credit transfer platform, there is a preparatory phase, in which each new member must engage, which requires the specification of Units of Assessment i.e. unitisation of the curriculum and awards (CFH 4), accompanied by specifying the unit combinations required by the award i.e. the Award Rules of Combination (CFH 5) Once the process of unitisation is complete with full unit and award specifications completed, the process of curriculum delivery can proceed which will involve the issue of credit transcripts (CFH7), and the composition of learner agreements (CFH 6), where required. Member organisations should seek to encourage the currency of Europass documentation, through which learners can record their credits and be assured of their cross - border transparency (see section 7 below).    Page 5 of 28 ECHO-NET-TRAIN Credit Framework Handbook 3. ECHO-NET-TRAIN Credit Framework Platform Scheme Diagram Platform Governance Consortium Board Operating procedures for consortia, awarding bodies and learning providers Preparatory Phase Delivery Phase D1 – For each learner provide a Credit Transcript (CFH7) P1 - To join the platform submit Memorandum of Understanding (CFH3) to the Board. P2 – Specify each course/award in unit form using the unit specification template (CHF4) D2 – For each learner embarking on a study or work exchange provide a Learner Agreement (CFH6) P 3 – For each course/award complete a Rules of Combination template (CFH5) Page 6 of 28 ECHO-NET-TRAIN Credit Framework Handbook 3. Memorandum of Understanding a. The ECVET Technical Specifications state that: The memorandum of understanding is a key device which creates the climate of trust in which credit transfer can operate. The Memorandum is a document drawn up in accordance with ECVET rules by partner organisations. The main purpose is of the MoU is to ensure that new member organisations have a clear statement of both the benefits of membership and of their obligations to the credit platform. b. The ECHO-NET-TRAIN consortium developed a Memorandum of Understanding for its Credit Transfer platform (CFH 3) which is signed by the Head of the Consortium and by the applicant organisation, who also provide their details in an Addendum to the agreement. c. A completed example is provided below, which was applied to formalise the ECHO-NET-TRAIN consortium in the bringing together of the European Net-Trainers‟ Association (ENTA) with the European Heritage Organisations Network (ECHONET). Page 7 of 28 ECHO-NET-TRAIN Credit Framework Handbook CFH 3: Memorandum of Understanding: Completed Example ENT Memorandum of Understanding This agreement is made between ECHO-NET-TRAIN consortium and applicant organisation/partner consortium (details provided as an Addendum to this document). Each of the parties agrees to engage in a formal quality assurance process to ensure that it is confident that all awards covered by this agreement are made at the appropriate level, and are allocated appropriate credits so that effective credit transfer process will operate within the consortium. In order for effective credit transfer to take place and equivalence of the learning to be assured the forms and documents developed by ECHO-NET-TRAIN for unit and award specifications(most particularly level and volume of learning, learning outcomes and assessment criteria, rules of combination), learner agreements, credit transcripts/profiles will be used. Every effort will be made by all parties, by a process of regular review, to ensure that the systems and documentation continue to conform to developments made within the emerging European Qualifications Framework and ECVET. Signed on behalf of ECHO-NET-TRAIN Printed Name: Professor Keith Percy Signature: K Percy Date: 30 / 05 / 2007 Signed on behalf of Partner Printed Name: Julia Duggleby Signature: Julia Duggleby Page 8 of 28 Date: 30 / 05 / 2007 ECHO-NET-TRAIN Credit Framework Handbook Addendum to MoU: Partner Details 1. Organisation / Institution Title: European Net-Trainers’ Association (ENTA) 2. Head of Organisation / Institution: Dr. Alain Taché, ENTA President Main Contact: Julia Duggleby Contact Position in Organisation: ENTA Secretary 3. Contact Address: Online Administrator at Online Learning, The Sheffield College, PO Box 345, Sheffield S2 2YY, UK. 4. Telephone: Fax: Email address: (+44) (0)114 2603212 (+44) (0)114 2602171 julia.duggleby@sheffcol.ac.uk www: sheffcol.ac.uk 5. Profile of Organisation: The European Net-Trainers Association was created in Sheffield in January 2004. It gathers most of the partner institutions from the Net-Trainers Leonardo project that are involved in the design and delivery of the British, German and French net-trainers courses. The primary roles of the ENTA are : - to issue the European Net-Trainers Certificate (ENTC) - to guarantee the long term quality and European homogeneity of the NetTrainers courses - to hold and administrate the Net-Trainers trademark - to promote worldwide the Net-Trainers course and certification. Where appropriate please attach a list of Awards offered: The Certificate consists of 5 Level 4 units: Unit 1. The first steps in Net-Training Unit 2. Concept and challenges of Net-Training Unit 3. Tutoring Net-Learners Unit 4. Designing Net-Learning materials Unit 5. Developing a Net-Training project Page 9 of 28 ECHO-NET-TRAIN Credit Framework Handbook 4. Unit Specification Template a. The curriculum of a qualification needs to be divided up into the units of study which separately can be validated and assessed for credit. All credit platforms need to work with a common format. b. The unit specification template recommended was adapted from that being used in the English QCA tests and trials, as these were by far the most comprehensive found in the mapping exercise undertaken in Work package 1 –Appendix 3. c. Completion of the Template is the most critical part of the unitisation process as it describes the credit information (level and value), along with the learning outcomes and assessment criteria that must be attained for successful completion of the unit. CFH 4 (a) Unit Specification Template Unit Code and Title Level Credit Value Learning Outcomes The Learner will: 1 Assessment Criteria The Learner can: 1.1 1.2 2 2.1 2.2 3 3.1 3.2 4 4.1 4.2 5 5.1 5.2 Additional Information about the Unit Unit Aim(s) Unit Expiry Date Details of the Unit to relevant national Standards (where appropriate) Page 10 of 28 ECHO-NET-TRAIN Credit Framework Handbook Assessment Requirements Endorsement of the unit by appropriate body (where appropriate) Name of the Organisation submitting the unit Availability for use a. Completion of this template must be carried out in a uniform and replicable manner with a common terminology of, as far as possible, quantifiable behavioural outcomes which can be assessed through standardised procedures b. An example is provided below which describes the first unit of the European Net Trainers Award. CFH 4 (b) Unit Specification: Completed Example Unit Code and Title Level 4 Credit Value Learning Outcomes The Learner will: 1 understand the advanced functionality of common technologies as they are used in online learning 3 (x10 Hour) / 1 (x30 Hour) Assessment Criteria The Learner can: 1.1 use a word processor and email in the context of online education 1.2 locate and evaluate web based materials in the context of online education 1.3 conduct security and housekeeping procedures for online working 2.1 post messages correctly when using communications technologies 2.2 utilise available facilities of communications technologies. 2.3 specify and plan learning path to meet individual learning aims 3.1 communicate with tutor and peers 3.2 participate in asynchronous and synchronous communication events 1. To introduce and develop the basic concepts and skills to practice as a Net Page 11 of 28 NT1 First steps in on-line training 2 understand the necessity for information and time management good 3 communicate using technologies appropriate for online interactions Additional Information about the Unit Unit Aim(s) ECHO-NET-TRAIN Credit Framework Handbook Unit Expiry Date Details of the Unit to relevant national Standards (where appropriate) Trainer Subject to annual review Pan European Standard Assessment Requirements Completion of Electronic Portfolio providing evidence of having fulfilled the Assessment Criteria NOCN in UK, ECTIS countries ENTA ENTA membership in other partner Endorsement of the unit by appropriate body (where appropriate) Name of the Organisation submitting the unit Availability for use 5. Award Rules of Combination Template a. As with the Unit Specification Template, the Rules of Combination Template was adapted from that being used in the English QCA tests and trials. b. This template is needed because a Qualification/ Award may require certain knowledge, skills or competence as a pre-requisite. For example an Engineering unit may require a unit of mathematics as a pre-requisite. Similarly certain units of learning may be excluded from an award either because they duplicate or overlap with other units of learning or they may have no relevance or value to the award. c. Some awards may specify mandatory, optional and additional units that can be combined to achieve the award. Thus each award requires a prescription which is presented on the template. The example below is taken from an ECHONET award. CFH 5 Award Rules of Combination Template: Completed Example Overall Qualification/Award Information Qualification/Award Title Total Credit Value & Level Qualification/Award Minimum Number of Credits that must be Achieved at each level of Diploma in Customer Awareness for Heritage Organisations 40 (10 hour) credits for Full Award at Level 2 40 (10 hour) credits at Level 2 Mandatory Units Total Credit Value of Mandatory Units that 30 (10 hour) credits at Level 2 must be achieved at each level List of Mandatory Units Unit Code Title Level F/OA/L2/EN Organisational Awareness 2 F/HSS/L2/EN Health, Safety and Security 2 F/ICS/L2/EN Introduction to Customer Service 2 Page 12 of 28 Credit 5 5 5 ECHO-NET-TRAIN Credit Framework Handbook C/DSE/L2/EN Delivering Service Excellence C/VN/L2/EN Meeting Visitor Needs C/HDS/L2/EN Handling Difficult Situations List of Optional Units (Grouped in sets if appropriate) Unit Code Title J/TI/L2/EN Technical Information J/HI/L2/EN Historical Information J/SM/L2/EN Selling and Merchandising J/CG1/L2/EN Confident Guiding 1: Generic J/CG2/L2/EN Confident Guiding 2: Adults J/CG3/L2/EN Confident Guiding 3: Children J/EC/L2/EN Exhibition Cleaning J/IR/L2/EN Internal relationships Required and Excluded Combinations of Optional Units (including time limits) 2 2 2 5 5 5 Level 2 2 2 2 2 2 2 Credit 5 5 5 5 5 5 5 In addition to the 6 Mandatory units any 2 Optional units are required for the Diploma Credit Transfer and Exemption Arrangements No exemption or special credit transfer arrangements have been negotiated as of yet 6. Learner Agreement a. The ECVET Technical Specifications document states: In the case of a training pathway comprising a transfer of units and credits, the learning agreement is drawn up jointly by the sending and receiving institutions. The learning agreement must be agreed by the mobile learner. It contains the list of units and credits covered during the mobility period and the corresponding modules and courses to be proposed to the learner. These modules and these courses are regarded as forming an integral part of the programme envisaged by the sending establishment, even if they are presented differently. The learning agreement is written in the languages of the sending and receiving countries. It is established before the learner’s departure and must be updated immediately when changes in organisation and contents of modules or courses occur (p.20) b. The ECTS “Individual Learning Agreement” was adapted, simplified and generalised by ECHO-NETTRAIN partners. In its documents, the Leonardo focus on student exchange is diluted and the focus on Training Pathway Transfer strengthened. c. In the ENT project it was expected that there would be much less application for work and study exchange that has been the case with ERASMUS higher education programmes. However ENTA use a virtual student exchange for Unit 3: Tutoring Net-Learners. This has been applied to prove the worked example on the following page: Page 13 of 28 ECHO-NET-TRAIN Credit Framework Handbook CFH 6 Learner Agreement: Completed Example ENT Learning Agreement for Training Pathway Transfer of Units and Credits Study Programme: European Net-Trainers certificate Name of Learner: Johann Schmidt Date of Transfer: 30/05/07 Sending Institution: Furtwangen Tele-Acadamie Country: Deutschland DETAILS OF THE PROPOSED STUDY PROGRAMME Receiving Institution: The Sheffield On-Line College Country: Unit Code England Unit Title Unit EQF Level 4 No of ECVET credits 3 (x10 hour) NT3 Tutoring Net-Learners Learner Signature Johann Schmidt Date: 30/05/07 SENDING INSTITUTION We confirm that the proposed programme of study/learning agreement is approved. Authorised Signature Thomas Jechle RECEIVING INSTITUTION We confirm that the proposed programme of study/learning agreement is approved. Authorised Signature Julia Duggleby Date: 30/05/07 Date: 30/05/07 Page 14 of 28 ECHO-NET-TRAIN Credit Framework Handbook 7. Credit Transcript a. The ECVET Technical Specifications document states that This transcript documents the learner’s results in terms of acquired units (or not acquired), of ECVET credits gained and, if any, the local or national credits and grades. It also shows the list of modules or courses taken In the case of unit and credit transfer, the transcript of records has to be issued by the home institution for an outgoing learner before departure and by the host institution for an incoming learner at the end of mobility training period. The transcript of records is written in the languages of the sending and receiving countries. It is a private document. It is used for mobility of the mobile learners in accordance with the rules of protection of personal data (p.20) b. The ECTS model was discarded by ECHO-NET-TRAIN as being inappropriate (too simplistic) to the needs of ECVET learners. Rather than a credit transcript, QCA propose an on-line Learner Achievement Record on p.23 of its: Working Specification for QCF Tests and Trials: Each learner will have a learner achievement record (LAR), which is a single electronic record that lists an individual’s credit and qualification achievements. c. Whilst this proposal is ambitious, reference was made by ECHO-NET-TRAIN to earlier work undertaken in the UK, starting in Wales with the “Report of the Wales Modularisation and Credit-based Development Project, October 1993 – March 1997”, which was endorsed and developed in Northern Island in the “Northern Island Credit Accumulation and Transfer System” (NICATS). From this work the ENT Credit Transcript was developed. d. A worked example, showing a learner accumulating credits from ECHONET units delivered by a college in Lancaster and from an ENTA programme delivered in a college in Sheffield, is provided below: Page 15 of 28 ECHO-NET-TRAIN Credit Framework Handbook CFH 7 Credit Transcript: Completed Example ENT Credit Transcript Learner Name Credit Reference Total John Smith Learner ID No: 1001 EQF Level 1 2 3 4 5 6 7 8 No. of ECVET Credits 15 (x10 hr) 18 (x10 hr) EQF Level Unit / Full Award Title Awarding Body Unit/Award Ref No Credit Value Grade Award Date Provider Institution: Lancaster Adult College ECHONET Unit: OCNW 2 Organisational Awareness ECHONET Unit: OCNW 2 Health, Safety & Security 2 ECHONET Unit: Intro OCNW to Customer Service Provider Institution: Sheffield College European NetTrainers certificate Unit: The first steps in Net Unit: Concept and challenges of Net Unit: Tutoring Net Unit: Designing Net Unit: Developing a Net-Train project NOCN NOCN NOCN NOCN NOCN NOCN F/OA/L2/EN 5(10hr) Pass 20/12/ 05 20/03/ 06 30/06/ 06 F/HSS/L2/EN 5(10hr) Pass F/ICS/L2/EN 5(10hr) Pass ENT Cert NT1 NT2 NT3 NT4 NT5 4 (4) (4) (4) (4) (4) 18(10h r) Pass (Pass) (Pass) (Pass) (Pass) (Pass) 30/05 /07 (3) (3) (3) (3) (6) Page 16 of 28 ECHO-NET-TRAIN Credit Framework Handbook 8. Linkage with EUROPASS Europass:a. records skills and competences in a clear and easy to understand way, to help people to find a job, get experience abroad, or enrol in an education or training programme. b. includes five documents: i. The Europass Curriculum Vitae contains an individual‟s personal information in addition to details of any work-experience, education and training, personal skills and competences that they may have. ii. The Europass Language Passport gives an individual the opportunity to present their language skills at a standard European level. iii. The Europass Mobility document records periods of learning which an individual may have attended in a country other than their own. iv. The Europass Certificate Supplement records competences and qualifications gained through vocational training. v. The Europass Diploma Supplement records an individual‟s educational achievements at higher education level. c. The ECVET “Commission Staff Working Document” states on page 16: Moreover, the Europass documents could be used to record credits and assure their transparency d. The benefits of Europass documentation to the learner – particularly one who is going to be mobile are evident. The links that can be made between ECVET and Europass are clear. All ECHO-NET-TRAIN partners are required to commit to encouraging their learners to complete at least the Europass Curriculum Vitae and also whichever of the other four documents are applicable to their circumstances. Page 17 of 28 ECHO-NET-TRAIN Credit Framework Handbook Appendix 1 ECVET Glossary of Terms accreditation (of programmes, institutions) Process of accrediting an institution of education or training, a programme of study, or a service, showing it has been approved by the relevant legislative and professional authorities by having met predetermined standards. [EQF] assessment The sum of methods and processes used to evaluate the attainments (knowledge, know-how, skills and competences) of an individual, and typically leading to certification. [EQF] certificate/diploma An official document, issued by an awarding body, which records the achievements of an individual following a standard assessment procedure. [EQF] certification (of knowledge, skills and competences) The process of formally validating knowledge, know-how and/or skills and competences acquired by an individual, following a standard assessment procedure. Certificates or diplomas are issued by accredited awarding bodies. [EQF] comparability of qualifications The extent to which it is possible to establish equivalence between the level and content of formal qualifications (certificates or diplomas) at sectoral, regional, national or international levels. [EQF] competence Competence includes: i) cognitive competence involving the use of theory and concepts, as well as informal tacit knowledge gained experientially; ii) functional competence (skills or knowhow), those things that a person should be able to do when they are functioning in a given area of work, learning or social activity; iii) personal competence involving knowing how to conduct oneself in a specific situation; and iv) ethical competence involving the possession of certain personal and professional values. [TWG ECVET] credit points (or credits) Credit points are allocated to qualifications and to the units that constitute them. By agreement, they represent, in numerical form the volume of learning outcomes, the relative importance of each of the units that make up a qualification, in relation to the expected results, i.e. the knowledge, skills and competences that must be acquired and assessed, regardless of the learning pathway. [TWG ECVET] credit system A system of credits makes it possible to break down a qualification or the objectives of a programme of vocational education and training into units. Each unit is defined in terms of knowledge, competences and skills. It may be characterised by its size and relative importance, expressed in general by credit points (or credits) or other factors. Each unit can be validated and awarded separately. [TWG ECVET] formal learning Learning that occurs in an organised and structured environment (in a school/training centre or on the job) and is explicitly designated as learning (in terms of objectives, time or resources). Formal learning is intentional from the learner‟s point of view. It typically leads to certification. [EQF] informal learning Learning resulting from daily activities related to work, family or leisure. It is not organised or structured in terms of objectives, time or learning support. Informal learning is in most cases unintentional from the learner‟s perspective. It typically does not lead to certification. [EQF] knowledge The facts, feelings or experiences known by a person or a group of people [EQF] Page 18 of 28 ECHO-NET-TRAIN Credit Framework Handbook learning outcomes Learning outcomes are statements of what a learner is expected to know, understand and/or be able to do, or is able to demonstrate, after completion of any learning process or at the end of a period of learning. [TWG ECVET] mobility The ability of an individual to move and adapt to a new occupational environment. [CEDEFOP] module A self-contained, formally structured learning experience. It should have a coherent and explicit set of learning outcomes, expressed in terms of competences to be obtained, and appropriate assessment criteria. [ECTS] non formal learning Learning which is embedded in planned activities not explicitly designated as learning (in terms of learning objectives, learning time or learning support), but which contain an important learning element. Non-formal learning is intentional from the learner‟s point of view. It normally does not lead to certification. [EQF] qualifications Qualifications are a formal expression of knowledge, skills and wider competences of the individuals. They are recognised at local, national or sectoral level and, in certain cases, at international level. A qualification is achieved when a competent body determines that an individual's learning has reached a specified standard of knowledge, skills and wider competences. The standard of learning outcomes is confirmed by means of an assessment process or the successful completion of a course of study. Learning and assessment for a qualification can take place through a programme of study and/or work place experience and/or any type of formal, non formal or informal learning pathway. A qualification confers official recognition of value in the labour market and in further education and training. A qualification can be a legal entitlement to practice a trade. [TWG ECVET] recognition (a) Formal recognition: the process of granting official status to skills and competences either -through the award of certificates or -through the grant of equivalence, credit units, validation of gained skills and/or competences and/or (b) Social recognition: the acknowledgement of the value of skills and/or competences by economic and social stakeholders. [EQF] skill The knowledge and experience needed to perform a specific task or job. [EQF] transparency of qualification The degree to which the value of qualifications can be identified and compared on the (sectoral, regional, national or international) labour and training markets. [EQF] unit A unit is part of a qualification. It can be the smallest part of the qualification that can be evaluated, validated or certified. A unit can be specific to one particular qualification or common to several qualifications. The knowledge, skills and competences that make up the credit form the basis for the assessment and validation of people‟s outcomes. Units are validated at the end of the assessment of outcomes, the results of which must comply with the requirements of the qualification. [TWG ECVET] validation (of non formal and informal learning) The process of assessing and recognising a wide range of knowledge, know-how, skills and competences, which people develop throughout their lives within different environments, for example through education, work and leisure activities. [EQF] Page 19 of 28 ECHO-NET-TRAIN Credit Framework Handbook valuing learning The process of recognising participation in and outcomes of (formal or non-formal) learning, in order to raise awareness of its intrinsic worth and to reward learning. [EQF] vocational education and training Education and training which aims to equip people with skills and competences that can be used on the labour market. [CEDEFOP] workload The workload includes all learning activities required for the achievement of the learning outcomes (i.e., lectures, practical work, information retrieval, private study, etc.). [ECTS] Sources [CEDEFOP] CEDEFOP (Philippe Tissot), Terminology of vocational training policy. A multilingual glossary for an enlarged Europe, Luxembourg 2004 [ECTS] Directorate-General for Education and Culture, ECTS users‟ guide. European Credit Transfer and Accumulation System and the Diploma Supplement, Brussels 2005 [EQF] Commission of the European Communities, Commission Staff Working Document. Towards a European Qualifications Framework for Lifelong Learning, 2005 [TWG ECVET] European Credit System for VET (ECVET). Technical Specifications (Report 2005 of the Credit Transfer Technical Working Group) Page 20 of 28 ECHO-NET-TRAIN Credit Framework Handbook Appendix 2 ECVET Definitions, Principles, and Functions quoted from ECVET Technical Specification (CCFP_04 2005 ECVET TOR EN) pp 6-8 1.2 – PRELIMINARY DEFINITIONS UNITS - A unit constitutes part of a qualification (certificate, diploma...). It can be the smallest part of the qualification being evaluated, validated and/or certified. A unit can be specific to a single qualification or common to several qualifications. CREDIT POINTS - Credit points are one of the tools which are designed to facilitate the implementation of ECVET at national and European level. They are used by authorities, VET providers, competent bodies and learners to support arrangements for accumulation of recognition for learning outcomes towards a qualification and for transnational mobility. Credit points are allocated to the qualifications and to the units of which a qualification is made up. 1.3 – DEFINITION OF ECVET ECVET is a European system of accumulation (capitalisation) and transfer of credits designed for vocational education and training in Europe. It enables the attesting and recording of the learning achievement/learning outcomes of an individual engaged in a learning pathway leading to a qualification, a vocational diploma or certificate. It enables the documentation, validation and recognition of achieved learning outcomes acquired abroad, in both formal VET or in non-formal contexts. It is centred on the individual, based on the validation and the accumulation of his/her learning outcomes, defined in terms of the knowledge, skills and competences necessary for achieving a qualification. ECVET is a system designed to operate at the European level, interfacing with national systems and arrangements for credit accumulation and transfer. 1.4 - TECHNICAL PRINCIPLES The European system of credit for VET is intended for individuals who, throughout their learning pathway, want to accumulate the benefit of the KSC they gradually acquire to obtain a qualification, a vocational diploma or certificate and/or to transfer their learning achievements between qualifications, between qualifications systems or between countries, in conformity to the national rules for assessment and examination procedures. Its implementation is based on:  progressive validation of the learning outcomes: the KSC acquired (in formal, non-formal contexts) are evaluated and validated. They are attested – where possible - by the progressive delivery of units and allocation of credit points for the respective units according to the performance or progress of the individual‟s learning. accumulation (capitalisation) of units and credit points for the units achieved, once allocated, the units and points are definitively acquired by the individuals. transfer of the learning outcomes: units and credit points obtained are transferable (for example from one VET provider to another and, where agreed, from one country to another). Page 21 of 28   ECHO-NET-TRAIN Credit Framework Handbook  transparency and mutual trust between the partners: the authorities responsible for the qualifications or its implementation and/or the VET providers involved establish memorandum of understanding which sustains trust which is essential for the effective implementation of ECVET. The technical principles and specifications of the system are defined at the European level. The system is not intended to replace existing national systems for credit accumulation and/or transfer. The decision to implement ECVET, on a voluntary basis, the conditions for application and the necessary legislative and lawful provisions are taken by each country at the relevant institutional level. It is a system which may operate in, across and between all countries, whether or not the following exists:  a national system (or several systems) of accumulation and transfer of credit/units  for VET and  a national qualifications framework or any other equivalent system, An agreement on a European Qualifications Framework and an outcomes-based grid of reference levels is regarded as an important instrument for the ECVET-system to become effective10. That is why the TWG has taken the initiative to elaborate a first grid of reference levels11, which has been taken as a basis for the EQF proposal. 1.5 –ECVET FUNCTIONS The ECVET system comprises two generic functions, which can operate simultaneously or not: i) accumulation and capitalisation function: A credit system makes it possible for any person to accumulate, capitalise, transfer and put forward his/her achieved learning outcomes, to claim for their recognition and validation, throughout the individual learning pathway. For this purpose, recognition for the acquired units throughout the learning pathway which are validated, preserved, cumulated and may be gradually complemented until the qualification (certificate, diploma...) is achieved in conformity with applicable rules and examination procedures in the Member state. At European level ECVET enables an individual in case of mobility to accumulate his/her learning outcomes achieved abroad. ii) transfer function: A credit system makes it possible to establish the comparability and equivalence between learning which may be undertaken in different contexts and at different times. This means for example that training programmes are interchangeable or can replace each other and that validated learning outcomes can exempt a person of whole or part of a training programme and so on. ECVET enables an individual to carry out learning in various situations and at various times while putting forward his/her achieved learning outcomes by receiving credit, to pass from one training situation to another, where agreed, from one system of VET to another (e.g. from a non formal situation of training to a formal one etc), while transferring and keeping the benefit of his/her achieved learning outcomes for accumulation until the qualification. Page 22 of 28 ECHO-NET-TRAIN Credit Framework Handbook Appendix 3: Seq 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Credit Transfer Map ECVET TS p18 TS p6 TS p11 TS p11 TS p11 TS p11 TS p11 TS p11 TS p16 SWD p16 TS p20 TS p21 SWD p16 SWD p14 Ind I S I I I I I I I I I I I I ECTS Implicit EUG p4,5 Doc 5 Doc 5 Doc 5 Doc 5 Doc 5 Doc 5 Doc 2 Doc 3 Doc 2 Checklist EUG p4 Doc 1 Doc 6 Doc4 Doc 5 Doc 6 EUG p14 Ind S S I I S S I I I S S S I S S S S Eg S QCA Implicit PCF p11 WSQCFp11,27 WSQCFp13,27 WSQCFp11,27 WSQCFp11,27 WSQCFp11,27 WSQCFp11,27 WSQCFp18,28 WSQCFp23 Function Memorandum of Understanding(MoU)/ Partnership Agreement Definitions/Technical Principles Unit specification - Title Unit specification - EQF level Unit specification - No. of Credits Unit specification - KSC Learning Outcomes Unit specification - KSC Assessment Criteria Unit specification - Qualification ref with unit weight Qualification specification incl. Combination Rules Credit Transcript Learning Agreement ECVET Provider Label criteria eg Complete information package Europass documents to record & assure transparency Typical Full-Time Annual Workload of x credits Student Application Form Recognition Sheet Diploma Supplement Planning Form for an Educational Module Form for Checking Workload of an Educational Module Grading Scale Ind I S S S S S S S S S Implicit Implicit Key to Document References (hyperlinked to document) ECVET TS = Technical Specification ECVET SWD = Staff Working Document EUG= ECTS User Guide QCF= QCA Principles for a credit Framework for England WSQCF=QCA Working Spec for QCF tests & trials Key to Indicator Column I = Indicative S= Specific Eg= Example Indicates prime source for ENT derivation Page 23 of 28 ECHO-NET-TRAIN Credit Framework Handbook Appendix 4 Research, Dissemination and Evaluation Strategy Based on the activities and findings of the ECHO-NET-TRAIN Project The project was concerned to develop an ECVET credit transfer platform. The development was based on considerable background research and the activities of its constituent work-packages were underpinned by a range of research enquiries. The project was evaluated on an ongoing basis, both in terms of its processes and outcomes, and through employing an independent evaluator. Dissemination of the project’s aims, processes and outcomes began from the first months and culminated in an innovatory attempt to use on-line dissemination processes involving asynchronous and synchronous conferencing. In some ways research, dissemination and evaluation activities were inter-connected. The project contends that all attempts to establish credit transfer arrangements between different organisations, consortia and qualifications systems will need to take research, dissemination and evaluation as seriously as the ECHO-NET-TRAIN partners did. Hence the following document which tries to set out usefully what the project has done and learned in these fields. A. RESEARCH Definitions and Purposes 1. In this context research should be perceived as ongoing enquiry that enables all actions taken to proceed from as complete and accurate a knowledge–base as possible. The research is not for its own sake; it is carried out so that the project can achieve its objectives. 2. Any such research will, therefore, be time–bound, cost-constrained and subject to judgements about feasibility, validity and value for money. In sum, the crucial question will be whether possible outcomes are likely to have beneficial effect upon action and decision-making. 3. Research can be qualitative and/or quantitative. There is a large range of methodology available. Not everything that may be desirable to know is knowable – research questions may be too diffuse to be answerable in satisfactory terms, and available methods of enquiry may not be sufficient. Research outcomes will have greater or lesser validity according to a variety of factors, both technical and common-sense. In this context, any field work or surveys should be groundlevel and not be too ambitious. What is attempted should have limited and clear objectives, and interpretations and conclusions should be derived with caution. Methods 4. Systematic desk-based research should always precede both action and other forms of enquiry. In this context of an attempt to bring about a credit transfer platform between, say, two qualifications consortia, the following would be desirable: i. a review of relevant publications, including the background to the consortia involved in the project; ii. web-based research, including a review of relevant qualification frameworks; iii. a review of the published practices of each consortia, including consideration of levels, learning outcomes and assessment criteria and even pedagogic philosophies (if they are published). If they are not published, it will be necessary to gather the information by direct enquiry, making sure that the framework of enquiry has been first piloted so that is clear, relevant, well organised and (if possible) interesting to complete. 5. After the desk-based research, a mapping and systemisation process is necessary. Information available will have to be put into a common mode. This, in itself, is part of the research in that it will require interpretation and possibly the construction of a variety of visual and logical frameworks or models so that information may be related together. The point will be to identify differences and discontinuities between consortia as well as correspondences and consonances. Page 24 of 28 ECHO-NET-TRAIN Credit Framework Handbook These will have to be examined further through additional enquiry and through discussion and negotiation between partners. The ECHO-NET-TRAIN Credit Framework Handbook contains an example of a mapping exercise. 6. In particular, it may be desirable (as the ECHO-NET-TRAIN project found) to survey all partners, in both consortia, directly to establish the range of practices and procedures in relation to accreditation. It would be relevant also to identify and consult systematically any relevant transEuropean awarding bodies. Outcomes should make it possible to check, to flesh out, to refine and make multi-dimensional the frameworks and models with which the project is proposing to work. 7. Through carrying the above stages of enquiry, the ECHO-NET-TRAIN partners established that a number of instruments and templates, useful in crystallising key decisions which had to be made and formative to the process of developing a credit transfer platform, could be developed and agreed. They were based on desk-based review of what was available in the field and through examination and discussion of the practice of partners. The instruments and templates were:  Memorandum of Understanding  Unit Specification Framework  Award Rules of Combination  Learner Agreement  Credit transcript  Linkage with Europass They can be found in the ECHO-NET- TRAIN Credit Framework Handbook. It is recommended that all projects working on the development of credit platforms consult these templates and, on the4 basis of their own enquiries and discussions, consider to what extent they can be used, adapted or improved in each new context. 8. By this point there will be sufficient material on the table for all partners in a project to work together, to identify all the issues which they need to consider to establish a joint credit platform and to engage in the processes of discussion and negotiation. If possible there should be an agreed protocol of how agreements should be reached, particularly if there are language differences between partners and it is desirable that all meetings, discussions and negotiations have agreed goals which are reviewed at the end of meetings and have minutes which are approved collectively. The ECHO-NET-TRAIN project developed procedures and review instruments which can be found in its work-package 5 report (annex 7). 9. Almost certainly it will be desirable to research into the target learners for the credit platform. Target learners will be the present learners for whom the partners currently make provision and also those whom they hope to attract in the future (particularly through the operation of the credit platform). It would be wise for any developments to be based on basic knowledge of the learner profiles (e.g. age, gender, occupational position and status, educational level, work aspirations and prospects, possibilities of job mobility and more), as well as more market research orientated enquiry into learner knowledge, values and expectations in relation to credit- based learning and possibilities of transfer of credit. But this is easily said. As the ECHO-Net-Train project found, there are logistic and common-sense difficulties in gathering this sort of information, particularly from a possibly disparate and international population. There may be even greater difficulties in the interpretation of the data secured, in particular in drawing conclusions which are not invalid. Therefore, the strictures contained in paragraph A.3 above should be noted and, probably, technical help used in this kind of enquiry. Targets and audiences 10. The most immediate audience for research are the partners in the consortium who are seeking to establish a credit framework platform and require as complete a knowledge-base as possible from which they can negotiate. But, looking ahead, it will be necessary for practitioners, tutors, administrators to understand, believe in and implement the platform and its procedures, and for learners and potential learners to understand and to want to use it. Employers will need to be convinced by research that the whole venture produces the outcomes that are needed. To that Page 25 of 28 ECHO-NET-TRAIN Credit Framework Handbook extent research may reach out to these audiences - in some cases once the project has achieved its initial objectives. What can be done will be a factor of time, money and agreement on what is needed. B. DISSEMINATION Definitions and Purposes 1. The purpose of dissemination is not only to inform, and share with, others the nature, purposes, processes, outcomes and good practice of an enterprise or project but also to generate feedback and to allow for learning by reflection. The value of this feedback and reflection means that dissemination can be counted, from one point of view, as part of the research process. Methods 2. It is important that dissemination begins as soon as the project is underway and should not be conceptualised as an activity only to take place after the completion of a project. Feedback and reflection generated by dissemination can lead to immediate improvements. 3. A range of methodology for dissemination is available and all of it has its place, e.g.:        Publications Promotion to local national and international media Contributions to professional meetings, workshops and conferences In-house promotion and publicity Web-site Organisation of face-to-face meetings, workshops and conferences On-line dissemination 4. Decisions on methods of dissemination to be used need to be made advisedly, taking account of such factors as:  Purpose  Target audience(s)  Budget available  Time and staff available to an organisation  Post-dissemination follow-up plan  Subsequent use to be made of dissemination outcomes 5. The ECHO-NET-TRAIN project has taken great interest in the use of on-line technology for dissemination purposes because the expertise of certain partners made it possible to experiment and be innovatory. It used the devices of asynchronous and synchronous on-line dissemination conferences towards the end of the project‟s life. The possibilities of such forms of dissemination seem considerable: the involvement and opportunities for participants to contribute to individual and group comment on the project were exciting and indicative of future possibilities. However, it is also necessary to take into account resistance to, lack of knowledge of and unpreparedness for, e-technology among potential participants. 6. The style of dissemination needs to be taken into consideration. It should be honest and critical; evidence-based and not propagandist; interactive and not authoritarian. 7. It would be sensible for dissemination activities to be part of an overarching project communications strategy. That is to say, if a dissemination event excites from a participant a need for further information or a desire to explore active involvement in the credit platform, how are those responses to be dealt with? It would be helpful if the web-site, for example, had a „Frequently Asked Questions‟ (FAQs) section as well as a facility to e-mail direct questions to an employee or partner in the credit platform which would secure an answer within a defined period. Page 26 of 28 ECHO-NET-TRAIN Credit Framework Handbook Targets and audiences 8. The targets and audiences for dissemination of an ECVET credit platform are, potentially, very wide. They must include other ECVET practitioners, organisations and consortia; national and local government agencies; politicians; employers and employers‟ organisations; career services, colleges, trade union organisations and work-based learners and potential users of credit platforms. The purposes, means, costs and benefits of dissemination to all of these targets and audiences may vary considerably and, therefore, must be considered most carefully according to purposes and priorities. C. EVALUATION Definitions and Purposes 1. Evaluation is about giving a „value‟ to what is being evaluated. What is it worth? What is it worth to those who own it? What is it worth to others? Is it worth what it cost - what is the relationship between cost and benefit? Is there added value? 2. In the case of the development of an ECVET credit platform, on a project basis, the questions of what it is worth to those who own it and to others are clearly significant. A credit platform has a job to do, a set of functions, and if it does not successfully do that job and carry out those functions then its value to those who developed it may not be significant and certainly not be apparent to others. But a question is begged in terms of who „owns‟ the credit platform. The end user must be the work-based learner looking for beneficial credit accumulation and transfer and possibly job mobility across nation states and borders. A proper evaluation of a credit platform would ultimately have to answer the question of whether the credit platform „works‟ for the workbased learners. Such a question could only be answered after a period of time had lapsed. 3. This preamble is to show that an evaluation process, while essential to any well-managed project, can have a range of purposes and carry them out in a variety of ways. It is crucial for a project to have clarity about the kinds of evaluation it wishes to take place - whether it is an evaluation of the achievements of a project against its original objectives; whether it is an evaluation of activities against criteria of value-for-money; whether it is an evaluation of whether theoretical propositions can be translated into practice or whether it is an evaluation of project outcomes and tangible products and their appropriateness for potential end-users. Methodology 4. Evaluation activities can usefully begin early in a project (e.g. in the development of a credit transfer platform) and not be postponed until the end of it. Interim findings can be used for improvement of project development. Essentially they can be „formative‟ rather than „summative‟ and be part of a monitoring regime. 5. Evaluation activities can be either quantitative or qualitative. Both have their place and both can provide valuable data and information. All data needs to be valid and all data needs to be interpreted. Without at least some technical assistance there are dangers that data will be too costly, not fit for purpose and / or invalid. One of the most difficult areas is overall interpretation and making judgements on the basis of the data available - the weighing of different kinds of qualitative and quantitative data against each other so that conclusions can be reached. A relevant issue is that of objectivity. A participant closely involved in a project, and who may be affected by its outcomes, may not be the right person to conduct an evaluation. For that reason, many projects employ external evaluators. 6. The ECHO-NET-TRAIN project included, among others, the following areas of evaluation:  meetings monitoring  meetings evaluation  quantitative analysis of learner perceptions and understanding  participant feedback on on-line synchronous and asynchronous conferences  participant feedback on contents of work packages through on-line conferences  report of independent evaluator  whole project review by participants Page 27 of 28 ECHO-NET-TRAIN Credit Framework Handbook 7. A key to making the decision on what forms of evaluation to use in a project such as the development of a credit platform must be a clear prior decision on the use to which evaluation is to be put. If the use is that of reporting to an external funding body then a body of quantitative data, collected in a well-tried and standard manner, may suffice. If the use is to evidence and evaluate the views, experiences and development of individual participants in a project, then the attempt will be made to collect a greater variety of data, including qualitative data, which will have to be interpreted in a systematic and transparent manner. 8. With regard to the development of an ECVET credit platform, such as that of the ECHO-NETTRAIN project, there was good reason to collect in-project monitoring data so that adjustments to project procedures (which included negotiation) could be made in the short-term. The use of an end project participant review instrument was useful since the project had brought together individuals from two different groupings who, largely, had not worked together before. The commissioning of an independent evaluator, with a clear and tight evaluation brief, allowed for a degree of objectivity. And the close evaluation of the experiences of the on-line dissemination conferences made sense since these events were both developmental and innovatory. Targets and audiences 9. The potential targets and audiences for an evaluation of such a project as the ECHO-NET-TRAIN project, are evidently wide and as various as those for dissemination (see paragraph B.8 above). Ultimately, evaluation of whether a credit transfer platform „works‟ will be the crucial question. That evaluation will depend upon collection of data, over time, about the learning experience of work-based learners and how it is affected by the existence of the credit platform, and how this learning experience accords with the needs and interests of other key players in the situation, such as employers and agencies, national and regional. Page 28 of 28