Figure 1: ECVET objectives and technical components (Source: Cedefop 2012)

ECVET Key Concepts, Processes and Tools #

According to the European Union the following terms are considered regarding key concepts, processes and tools of ECVET (https://eu.eventscloud.com):

2.1 Key Concepts #

ECVET	ECVET stands for the “European Credit system for Vocational Education and Training”. It is a set of principles and tools which supports the recognition of learning in one context, so that it counts towards a qualification in another. The principles can be applied flexibly in different countries and in different educational contexts. Some countries have decided only to use ECVET in connection with transnational learning mobility, whereas others also use it nationally in connection with lifelong learning strategies.
Formal learning	Learning that occurs in an organized and structured environment, e.g. a training institution, and it is clearly designated as learning. It is an intentional activity, and it typically leads to validation and certification.
Informal learning	This type of learning is a result of daily activities relating to work, family life or leisure. It is not structured and usually does not lead to certification. In most cases it is unintentional.
Non-formal learning	Learning is not necessarily provided by an education or training institution and typically does not lead to certification. However, it is intentional on the part of the learner and has structured objectives, times and support. For instance, work-based learning could be non-formal, if it happens as part of a job or internship.
Competent institution	Organization responsible for designing and awarding qualifications, recognizing units or other roles regarding ECVET e.g. assessment, validation and recognition of learning outcomes according to the rules of a particular country.
Learning Outcomes	Learning Outcomes are statements of what a learner knows, understands and can do upon completion of a learning process. Usually, qualification frameworks indicate the overall level of learning outcomes in a qualification. For ECVET purposes the European Qualification Framework (EQF) is used as a reference for levels. Learning outcomes can be used for various purposes such as to establish descriptors of qualifications frameworks, define qualifications, design curricula, assessment, etc. Learning outcomes are set out in various levels of detail depending on their purpose and context. Learning outcomes are developed in the process of designing qualifications. There are different approaches to identifying and describing learning outcomes depending on the qualifications system. Learning outcomes may be acquired through a variety of learning pathways, modes of delivery (school-based, in-company, workplaces etc.), in different learning contexts (formal, non-formal and informal) or settings (i.e. country, education and training system …).
Unit of Learning Outcomes	It is a component of a qualification, consisting of a coherent set of knowledge, skills and competences that can be assessed and validated.
Credit	A set of learning outcomes that an individual has achieved, and which have been assessed and recognized. They can be accumulated towards a qualification or transferred to other learning programmes/courses or qualifications.
ECVET points	Numerical representation of the overall weight of learning outcomes in a qualification, and the relative weight of units in relation to the qualification. One year’s full-time VET corresponds to 60 ECVET-points. Yet not all countries use ECVET-points.
Qualification system	All aspects of a Member State’s activity related to the recognition of learning and other mechanisms that link to education and training to the labour market and civil society. This includes the development and implementation of institutional arrangements and processes relating to quality assurance, assessment and the award of qualifications. A national qualifications system may be composed of several subsystems and may include a national qualification framework.
Qualification framework	An instrument for the classification of qualifications according to a set of criteria for specified levels of learning achieved, which aims to integrate and coordinate national qualifications and subsystems and improve the transparency, access, progression and quality of qualifications in relation to the labour market and civil society. There is a European Qualification Framework (EQF), which serves as a reference point for the comparison of National Qualification Frameworks, but the two are not necessarily identical in structure.

2.2 Processes #

Credit accumulation	Process by which a learner acquires qualifications progressively by successive assessment of learning outcomes
Credit transfer	Process by which learning outcomes achieved in one context can be considered in another context. It is based on the principles of assessment, validation and recognition.
Assessment of learning outcomes	Methods and processes used to establish the extent to which a learner has achieved particular knowledge, skills and competences.
Validation of learning outcomes	The process of confirming that certain assessed learning outcomes achieved by the learner correspond to specific outcomes which are required for a unit or a qualification.
Recognition of learning outcomes	The process of officially verifying achieved learning outcomes through the awarding of units or qualifications.

2.3 Documents and Tools #

Memorandum of Understanding	A document which is signed by two or more collaborating institutions (e.g., for a mobility project, the sending organisation and host partner organisation). This document establishes the credit transfer system and formalises the ECVET partnership.
Learning Agreement	An individual document, specific to each learner, which defines learning objectives and sets out conditions for their achievement. By this document the competent institutions guarantee that if the learning outcomes are achieved, they will be recognised.
Personal Transcript	A record of a learner’s learning achievements. It contains information regarding: the learner’s assessed learning outcomes; units and ECVET points awarded (in cases where they are being used). The document belongs to the learner.
Europass	A set of five documents that aims to help European citizens make their knowledge, skills, competences and qualifications clearly and easily understood. It comprises: Europass CV – Curriculum Vitae template Language Passport – a self-assessment tool for language skills and qualifications Certificate Supplement – describes the knowledge and skills acquired by holders of vocational education and training certificates Diploma Supplement – describes the knowledge and skills acquired by holders of higher education qualifications Europass Mobility – records the knowledge and skills acquired in another European country

Critical reflection of ECVET and achievements during implementation in EU #

In the national and international debate, various sides have expressed early scepticism about the EU’s efforts to harmonize vocational training. For example, Severing (Severing, E. 2005) from the Research Institute for Vocational Training made the following statements regarding ECVET:

• The manageability of credit point systems in vocational training, as developed within the framework of the ECVET working group, has not yet been proven. Examinations and performance documentation in vocational training are subject to the dual requirement of validity and simple, uncomplicated applicability in the company environment. Stress tests of credit point systems in companies and vocational schools are still pending. Experiences from the area of ​​ECTS cannot be transferred here because, unlike at universities, many actors are involved in performance measurement and because performance assessments would be made permanent – unlike previously provided for in many areas of dual training. The study of manageability also includes surveys on the comprehensibility and acceptance of credit point systems among trainees and large, small and medium-sized companies, which have a dual role as producers and recipients of certificates.
• At least at the end point of ECVET development, not only the time spent on learning achievements should be measured, but the learning outcome itself, regardless of the learning path on which it was achieved. A reorientation of assessment to measure the outcome rather than the workload of training achievements could be suitable for closing the gap in Germany in socially recognized and regulated procedures for certifying experiential knowledge, but it would call into question fundamental maxims of previous national assessment practice. It would be necessary to investigate whether an ECVET-compatible credit system could fulfil such functions and how it would affect the existing certification monopoly of the training providers.

In a study carried out by the Swiss ECVET Expert Team in 2014 as part of the EU project “National Teams of ECVET Experts” and published by the Foundation for Swiss Cooperation (Foundation for Swiss Cooperation 2014), relevant assessments of ECVET in the context of dual vocational training systems are illustrated in the following figure in the sense of a SWOT analysis:

Figure 2: SWOT of ECVET (Source: Foundation for Swiss Cooperation 2014)

Strenghts of ECVET Units of learning outcomes enable a common language and promote transparency between the vocational education and training systems of European countries Emphasises the search for commonalities in the various vocational training systems in Europe Facilitates lifelong learning Promotes cross-border mobility and provides framework conditions Promotes the development of sustainable mobility partnerships

Weaknesses of ECVET The way to achieve learning units and their quality can vary considerably Defining common learning units is time-consuming and resource-intensive The use of ECVET points can hardly be implemented in dual VET Exchanges over a longer period of time are difficult to realise in dual VET

Opportunities of ECVET Supports the further development of methods of permeability in vocational training Supports different training paths and paces Contributes to the upgrading of the dual vocational training system Enables international networking and exchange in vocational education and training Promotes mutual trust between education stakeholders Can contribute to the further development of vocational education and training in Switzerland

Risks of ECVET Too little consideration is given to the needs of trainers and the economy Low acceptance among VET stakeholders if compatibility with existing instruments is not possible Creeping modularisation of dual VET Learners are not deployed in adequate fields of work/training during the mobility period Lack of formal regulation on how educational achievements acquired abroad are recognised in basic vocational education and training

In a scientific discussion paper (Eberhard, C. 2013), the assumption is articulated through reflection and analysis of implemented ECVET projects that the application of ECVET depends largely on the respective context and the associated challenges. The contributions presented make it clear that ECVET, its use and its “added value” must be viewed and evaluated in the context of European targets, national pressure for reform and existing system conditions.

In this discussion paper, (Eberhard, C.2013) Annen, S. and Eberhard, C. come to the following conclusions in the context of the dual vocational training system in connection with ECVET:

(1) At the legal level, the objectives of accumulation, recognition and transfer intended by ECVET are in conflict with the basic legal provisions in Germany, i.e. the Vocational Training Act (BBiG) and the Crafts Code (HwO).

(2) The so-called “national practices” referred to in the recommendation on the establishment of a credit system in vocational education and training (ECVET) are based on the basic principles of dual training (occupational concept and acquisition of professional competence) and, in relation to the procedures used, on forecasts (high school diploma, intermediate school diploma), on documents (employment references, certificates) and/or on periods of time completed (professional experience, previous training periods). There are significant differences here to the concepts associated with ECVET of units of learning outcomes acquired independently of the learning location, outcome-controlled, individually assessed and certified.

In a review (Auzinger,M., Luomi-Messerer,K. 2021) of the periods of developments of ECVET there were summarized approaches of its implementation.

Referring to a study (European Commission 2019) on EU VET instruments from 2019, it was basically stated that ECVET made a significant contribution to the implementation of a learning outcomes approach and to a higher level of quality of mobility experiences (better understanding of competences gained, sharing experiences about methods, management competences).

The study (European Commission 2019) summarized the following key achievements of ECVET implementation:

Key achievements of ECVET implementation

In total, in parallel with the generalised adoption of a learning outcomes-based approach, 21 countries introduced modules or units in initial vocational education and training and four others had some qualifications or parts of qualifications modularised.

Credit systems were introduced in 17 countries though very few applying the concept of ECVET points.

ECVET widely contributed to the development of a better-quality mobility experience, through more effective agreement on, and documentation, of learning outcomes and their recognition being adopted within all Member States.

In a few countries, it contributed to developing more flexible vocational pathways.

The use of peer learning activities (PLAs) and other events (Annual Fora, Users’ Group and Network Meetings) for mutual learning and exchange of experience were widely believed to have sustained implementation of ECVET principles.

Figure 3: Key achievements of ECVET implementation (Source: EU Commission 2019)

The table below groups EU-27 Member States and the UK according to two dimensions: their degree of ECVET readiness of the system around the time when ECVET was adopted; and the impact of ECVET on national (initial) VET systems since then. ”High impact” of ECVET on VET systems describes a situation where VET systems have undergone significant changes that are in line with ECVET principles, and where these changes are at least partially to ECVET.

ECVET readiness of the system

Impact Low High

Low AT, BE-nl, CY, CZ, DE, EL, ES, DK, FR, IE, LU, SE, SI, UK

HR, HU, IT, NL, SK

High BG, BE-fr, EE, LT, LV, MT, PL,

PT, RO FI

Figure 4: ECVET readiness of VET systems and ECVET impact (Source: European Commission (2019), p. 45)

Despite the successes achieved in ECVET implementation, it was found that significant challenges were observed during the period under review:

Member States have taken different approaches in implementing ECVET, with differences mainly due to different qualifications/VET systems and regulations (for instance, related to the use of units and learning outcomes, the possibilities for validation of non-formal and informal learning, and the existence of credit systems) but also their different national needs and priorities (geographical mobility, lifelong learning).

ECVET was designed as a voluntary initiative that sought to provide the possibility for accommodating the characteristics of different systems in the European countries, and to accommodate existing credit systems and arrangements. Yet, the different approaches taken and different objectives towards the implementation of ECVET also presented significant challenges for the success of this European initiative. For some systems it has been easier, thanks to their conceptual characteristics, than for others to implement ECVET technical specifications.

In summary, the following fundamental problems and challenges regarding ECVET in the EU Member States were identified:

• ECVET had limited success with the use of its credit points to transfer assessed learning outcomes.
• At national level, it was observed that ECVET was not always being considered holistically with the other EU instruments (such as the EQF, Europass, VNIL).

In summary, it should be mentioned again that the objectives of the 2009 Recommendation on ECVET were to improve the recognition, accumulation and transfer of learning outcomes, supporting mobility and lifelong learning as well as the establishment of a EU credit system in vocational education and training.

The use of credit points was a sensitive and much-discussed topic within ECVET implementation from the start. A few countries considered them not compatible with their VET systems and this aspect seemed to overshadow considerations of credit transfer and accumulation. While ECVET may have originally been conceived as a ‘credit system’ that facilitates transfer and accumulation of units of learning outcomes based on credit points, practice has shown that only a few countries implemented ECVET in that manner. Furthermore, while ECVET implementations led to significant achievements in cross-border mobility in VET, the achievements overall were more modest in the field of lifelong learning or permeability between VET and higher education.

Yet, during the ten years of its implementation, ECVET has widely contributed to the development of a better-quality mobility experience through the use and documentation of units of learning outcomes. Thus, the VET Recommendation states that the ECVET tools supporting mobility of VET learners (Learning Agreement and Memorandum of Understanding) are to be further developed in the framework of other EU instruments such as those supported under the Erasmus+ programme. It also calls for having opportunities for learning mobility of vocational learners and staff in place, including virtual mobility, long-duration mobility and mobility to third countries, facilitated through the use and recognition of units of learning outcomes and of relevant European tools.

Summarizing the findings of the review (Auzinger,M., Luomi-Messerer,K. 2021) of the periods of developments of ECVET it was stated:

“The new VET Council Recommendation repealed formally the ECVET Recommendation. While this means the end of ECVET as an initiative and its related implementation mechanisms, the main objectives and principles of ECVET have been enshrined in the new Recommendation and will continue to be a priority in European VET policy.”

and

“Building on ECVET experience, the new Erasmus+ funding period from 2021 onwards will see an update of Erasmus+ Learning Agreements. Their use will be made compulsory. A flexible template will be provided at EU level, which will integrate the learning outcomes approach”.

With regard to future priorities in the EU VET agenda, the following expectations and requirements are formulated (Auzinger,M., Luomi-Messerer,K. 2021):

“The use of units of learning outcomes is also relevant for developing micro-credentials, as called for in the VET Recommendation and also announced in the European Skills Agenda. Moreover, it will be useful for developing European Vocational Core Profiles, as suggested by the VET Recommendation. The aim of the latter is to define a certain share of a common training content at European level. The profiles have the potential to significantly facilitate mobility of learners and workers, automatic recognition of vocational qualifications, and the development of joint VET qualifications and curricula. There are many examples of projects, in particular from the ECVET context, that aimed at comparing qualifications and identifying similarities of the content of qualifications (e.g. with a view of supporting mobility of VET learners) or to develop a new unit relevant for and common to all partner organisations. Thus, the experiences gained in these contexts can be used for exploring these new concepts in VET.“

Quality in ECVET mobility activities #

The aspect of quality assurance is seen as crucial in mobility activities between different countries – with different cultures and TVET systems. That is not at least elaborated in the EU manual “Using ECVET for Geographical Mobility (2012)” (European Commission, Directorate General Education and Culture 2012):

The quality assurance procedures underpinning the use of ECVET for geographical mobility are based on the EQAVET quality circle: planning – implementation – evaluation – review. On the one hand, this circle applies to the process of arranging each specific mobility experience: from the planning of the mobility experience to credit recognition and continuation of the learner’s pathway. On the other hand, the quality circle also applies to the quality management of each mobility partnership. Ideally, ECVET is implemented in partnerships. They are set up to support regular mobility exchanges (larger numbers of learners) and are expected to last for a duration that is longer than a specific mobility exchange.

Therefore, two quality circles (one for individual learner mobility and another one for partnerships), using the same approach, can be distinguished and are summarised below.

Quality circle for ECVET mobility of an individual learner

• Planning: The planning phase includes all quality assurance measures related to the activities in the phase ‘ECVET before mobility’. A crucial point is setting clear goals for the mobility period. In case the specific mobility is organised in the frame of an already established partnership (formalised by a MoU), the already agreed aspects need to be considered, but do not need to be laid down or changed for each individual mobility.
• Implementation: The implementation phase refers to the learning period abroad (‘ECVET during mobility’). It concerns quality assurance measures for the acquisition of agreed learning outcomes, the assessment of achieved learning outcomes and the documentation of the results of the learner’s assessment.
• Evaluation (of the mobility experience): After the mobile learner has returned to the home institution (‘ECVET after mobility’), the person in charge checks whether the learning outcomes achieved are in line with the Learning Agreement. If this is the case, the learner’s credit achieved abroad is validated and recognised.
• After all three phases (before, during and after) of the mobility process have been completed, the whole process needs to be evaluated. The crucial question is whether the main aim of using ECVET for geographical mobility has been achieved for the specific mobile learner, in other words whether it was possible to recognize the knowledge, skills and competence he or she has acquired abroad. If the credit achieved abroad cannot be (fully) validated and recognised as planned, the procedures put in place before, during and after the mobility need to be evaluated and reviewed to ensure that for future mobility exchanges credit can be recognised.
• Regardless of whether recognition has been achieved or not, evaluation and collection of feedback is recommended. This will help identify potential areas for improvement (for example, regarding the time spent on specific issues, the instruments used, or the quality assurance procedures implemented). All actors involved in the mobility period (in particular, host and home institution and the mobile learner) should also be involved in the evaluation process to ensure that all perspectives can be taken into account in the review of the ECVET mobility process. The checklist presented in Annex B can also be used for the evaluation of the ECVET mobility of an individual learner.
• Review: Based on the results of the evaluation process, an action plan can be developed for improving future mobility exchanges.

Quality circle for ECVET partnerships for transnational mobility

This quality circle and the related processes do not focus on individual learners, but on the whole ECVET partnership:

• Planning: The Memorandum of Understanding clearly specifies the objectives of the partnership and contains clear statements on how the partnership will be evaluated.

• Implementation: The partnership is implemented by carrying out several mobility exchanges of individual learners and applying quality assurance measures during this process.

• Evaluation: After a certain period of time and in particular after several mobility exchanges have been carried out by the partners, the functioning of the partnership is evaluated. For example, data on assessment results, data on mobile learners’ success after the mobility phase, the impact of the mobility experience on their further pathway or feedback from all actors involved in the mobility projects can be analysed to reflect on the overall functioning of the partnership. This should result in identifying potential areas for improvement.

• Review: The partnership is revised based on the evaluation results.

The relationship between the phases of using ECVET for organised geographical mobility, the aspects that need to be taken into account in each phase and the phases of the quality circle are schematically presented in

Figure y, which also outlines the quality circle for ECVET partnerships.

Figure 5: Quality circle for ECVET mobility (Source: “Using ECVET for Geographical Mobility (2012)” (European Commission, Directorate General Education and Culture 2012)

Conclusions and orientations for the KA220-VET project #

According to the project proposal, the objectives are outlined

• 
  Formulation of a practical position explaining possibilities for implementing ECVET
• 
  Creation of a module explaining the possibilities for implementing ECVET

In view of the statements in the previous sections, the general conclusion for the KA220-VET project is that a focus should be placed on the aspects of the “mobility” dimension and the experience gained during the implementation of ECVET to date.

In this respect, the relevant elements of the ECVET module in the KA220-VET project should focus on elements that have proven successful so far within the mobility dimension. In this context, references to the key aspects of the current EU VET agenda must also be taken into account.

Use of ECVET in mobility

Details and guidance on the use of ECVET in mobility activities can be found in the “ECVET manual for students” (European Commission; Directorate General Education and Culture (2012). The following relevant statements are quoted from this manual:

It may initially seem that ECVET is a complex instrument because a great deal of work is necessary in the preparatory phase (i.e. before the mobility takes place). To balance this perception of complexity, please keep in mind that:

• 
  The preparation phase is needed to make sure that when you return, the knowledge, skills and competence she/he has achieved can be validated and recognised and consequently accumulated.
• 
  Once a partnership is operating and a Learning Agreement is in place, the preparatory phase becomes much simple.
• 
  As the mutual trust among schools progressively develops, the partners become familiar with the other qualifications systems.

Figure 6: Key issues to be taken into account before, during and after mobility with ECVET

Before Mobility

• Establish the partnership structure
• Identify Units of Learning Outcome(s) for Mobility
• Discuss Assessment of Leaning outcomes
• Clarify how the learning outcomes will be validated and recognized
• Sign a Learning Agreement

DuringMobility

• Join learning activities to be prepared for learning outcomes identified in the Learning Agreement
• Learning Outcomes Assess by you
• Provide proof of the results of the assessor’s assessment (including a personal transcript)
• Validate your credit achieved abroad
• Recognise your credit achieved abroad
• Transfer Credits.

After Mobility

Before Mobility

To use ECVET in a period of mobility, you first need to find a partner that is equivalent in quality to your school abroad. Your teachers will support you in completing an ECVET-compatible period of mobility ECVET partnerships or networks can be established between two or more institutions (typically schools or educational institutions).

The use of ECVET begins with the establishment of an effective partnership structure. The definition of learning outcomes involves defining a mobility process within the framework of quality criteria and signing this process under an agreement.

Agreeing the partnership’s approach to evaluation and review

Even though it seems very early to think about evaluation, the preparatory stage is the right time to consider how your mobility will be evaluated and how each of the partner organisations will review the experience. Gaining agreement of these processes when you are setting up the partnership makes it much easier to implement changes once the mobility is completed.

With your teacher who supports you for transnational mobility, you can learn who will be doing the monitoring during the mobility.

Developing ECVET Programmes and Qualifications

Your teachers will determine the program and quality framework of your mobility with the host institution abroad in the framework of the mobility you choose. You should agree with your teacher before moving abroad about this program.

Designing an effective programme involves a set of basic steps, namely.

– Define the goals of the programme,

– Consider timing and logistics,

– Formulate the learning outcomes,

– Design the feedback and assessment procedures,

– and identify the appropriate methodology by selecting the teaching/learning activities.

Agreeing on learning outcomes for the mobility

One of the cornerstones of ECVET is that qualifications are described in terms of learning outcomes. These learning outcomes serve as a common language between mobility partners. They make it easier to compare qualifications across systems and countries. The agreement for a specific mobility content is made between your school and the home institution. At this stage, both institutions decide what you will learn abroad and how these learning outcomes will be integrated into the competences of you. In other words, they agree on learning outcomes.

When describing the learning outcomes that you should achieve during the period of mobility, it is important to use language and terminology that is understandable to everyone (you, your teachers / trainers etc.). The selected learning outcomes should be achievable during the period of mobility. Mobility partners also need to discuss how to assess the learning outcomes and agree the arrangements for validation and recognition.

To describe learning outcomes in Transnational Mobility

• When you start to define with your teachers the learning outcomes keep in mind the requirements and the flexibilities of the qualifications in your home country.
• Choose the unit/part of unit of the qualification which provides the most added value when it is undertaken abroad.
• Remember to be in close contact with your partner institution in the hosting country as soon as possible. Without their feedback, you might plan learning outcomes that are not feasible in the learning environment that they provide. This helps to avoid false expectations and disappointments.
• Keep it simple. When describing learning outcomes, try to use language that is related to the work processes or tasks from the occupational field. This is particularly important when communicating with companies about the work placements.
• It can be possible to some social skills defined abroad.
• Extremely detailed or narrowly defined learning outcomes are only for functional performance. There is a risk of constraining the learning process and it is far from supporting a student-centred approach. Student-centred approaches require autonomy for teachers and education providers to define learning programs as they see fit.
• On the other hand, it must be clear and net. Otherwise, the prepared curriculum will not be as comprehensible as to be able to achieve all of the teaching objectives.
• A balanced approach to learning outcomes must combine both the didactic and the regulative perspective, encompassing the vision of the broad outcomes together with a detailed set of descriptions of knowledge, skills and attitudes to be achieved and demonstrated through assessment.

Assessment of Learning Outcomes

According to the principles of ECVET, the host institution assesses the learning outcomes achieved by the student during the mobility. The sending institution recognizes the home institution’s learning outcomes and recognizes the supporting documents. (Validation) Mutual trust plays an important role for both institutions.

The following questions should be considered when discussing the assessment procedures:

• Who will assess you, how and where the learning outcomes will be assessed?
• The assessor’s profile, assessment method, or assessment text may differ from one system to the other between vocational training systems. However, partners should discuss these ways and methods of assessment. At this point, the assessment of the host institution should meet the quality criteria of the sending institution.
• When will the assessment take place? It is important that you and your school have information about the time and place reserved for the assessment.
• Which procedures will provide the quality of the assessment? The quality assurance of the assessment ensures that you are treated fairly and that the result of the assessment is valid and reliable. The lack of quality assurance can undermine confidence in assessments made abroad and therefore jeopardize validation and validation opportunities.
• How are the results of the assessment recorded in your transcript? Evidence of a your learning outcomes is the basis for validation and recognition. Before the mobility, it should be clear how this will be documented.

Preparing the Learning Agreement

The Learning Agreement (LA) defines the conditions for the mobility of an individual learner. In other words, it defines, for the specific mobility period, what units of learning outcomes the learner will achieve abroad, how and when these will be assessed and how the unit(s) will be recognised. Before signing the Learning Agreement, all aspects of the mobility period should be explained to the student.

The Learning Agreement is signed by you, the host institution and your school. (If you under 18 legally, the signature of the parent needed).

During Mobility

During the mobility period, you aim to acquire the knowledge, skills and qualification expected to be obtained abroad. A few issues need to be addressed during the mobility phase:

All relevant actors (such as teachers, trainers, you) should be aware of all aspects of the planned learning process that is relevant to their role (e.g. they must have received a copy of the Learning Agreement or their role in the mobility environment should be clearly explained to everybody).

The host institution is responsible for the quality assurance of the learning content. For example, the safety regulations are followed, the relevant activities can be carried out during the mobility period, the necessary equipment is used, guidance is provided to you, the teachers or trainers have the competence to support your learning process.

The host institution is also responsible for the quality assurance of the learning process. It enables students to obtain learning outcomes defined in the Learning Agreement.

A particular person, for example a teacher must be available in the host institution who has the responsibility to supervise the mobility process

You should know who will be contacted if he / she sees that the Learning Agreement has not been applied.

The learning activities attended by you are those predicted before the mobility. In order to address the problems that may arise in the learning process abroad, the relevant procedures in the Learning Agreement are applied.

Participation of students in Mobility

• Personnel at the host institution must be aware of the conditions and requirements of your mobility abroad. It is important that you participate in the learning activities that they have prepared for the learning outcomes defined in the agreed unit definition.
• Regardless of whether they are in a VET school or in a company, the learning activities that the student participates in must enable them to achieve expected learning outcomes. It is clear that learning activities will not be limited solely to the learning outcomes defined in the Learning Agreement. Because you can participate in learning activities that go beyond these agreed learning outcomes. However, it is also important that you have enough opportunities to progress in the knowledge, skills and competence that the mobility period is particularly interested in.
• The Learning Agreement and the description of the unit (s) of the learning outcomes it contains is a guide for the teacher / trainer in the host institution.

Assessment of unit(s) of learning outcomes

After completing the learning process, you must prove the learning outcomes you achieved under the Learning Agreement in an assessment process. Depending on the terms and agreement, one or more assessments may be made during the mobility period. If the assessment does not comply with the Learning Agreement, your school may have difficulty validating and recognizing your credits.

One of the principles of ECVET is that the assessment will be completed by the host institution. This prevents you from being re-assessed when returning to your school. However, in some cases the assessment of you may be made after returning to your school.

The host institution evaluates the achievement of each student (according to the principles set out in the Learning Agreement) and provides a record of the results. Depending on the arrangement, one or more assessments may be made during the mobility period. Assessment of written assignments, skill exams, presentations, discussions, self-assessment, etc.

It is important to respect the conditions set out in the and the Learning Agreement in order to avoid the difficulties associated with the validation and recognition of the achievement of you by the host.

Documentation of learning outcomes achieved

Once the assessment is complete, it is important that the results are documented to support the validation and recognition of the sending institution at the time the students return. Evidence of learned learning outcomes can be in various forms:

– Standardized assessment forms where assessors record the performance of you.

– Written statement by the supervisor about the outcomes of the study.

– Transcript of records showing the results of the practice exam.

– Material, presentation, software etc, if available.

It is important for the note given that there is a common understanding or conversion mechanism among the partners institutions; because education and training systems have many different grading approaches. The use of Europass mobility makes facilitates the recording of learning outcomes of you.

After Mobility

When you return to your school, the achieved Learning Outcomes by you are validated and eventually recognized. There are different ways of validating and recognizing your achievements, depending on the qualification system of their institution, these are summarized below.

Mobility partners discuss and decide how the verification and recognition process takes place and who is responsible for those tasks before mobility. In order to promote mutual trust development, it is important that these procedures be adopted before mobility takes place and that this information be included in the Learning Agreement (or depending on the arrangements contained in the Agreement).

For recognition of achievements in consideration of a qualification, learning outcomes should be related to qualifications given. For example, the achievement after a mobility performed to prepare an electrician for his profession may be “designing electrical circuits”.

Following the completion of your mobility, the competent authority in the country validates that you have verified that all conditions of the Learning Agreement have been met. Once the competent institution is satisfied, the achievement of the students is validated, and the learning credits are recognized by the competent authority for qualification.

Successful recognition does not always lead to exemption from final assessment. A qualification in some national VET systems is based on the final assessment. In such a case, this achievement achieved as part of the education cannot replace a course assessment.

It is important to note that each qualification system has its own rules and that they carry out the validation and recognition processes. In some countries, the validation and recognition of learning outcomes can be two separate processes, and different institutions may be responsible for these. In others, they may be part of a common process.

However, there are differences between the qualifications systems that are understood to be “appropriate” for a particular qualification and how much flexibility is given. In general, there are these three main distinctions:

• Some qualifications systems provide little flexibility in the recognition of achievements. Learning Outcomes achieved abroad may not fully coincide with learning outcomes defined in the list of qualifications. In these cases, the person will have full qualification and at the same time will have an additional degree which will add additional value to the resume of the person.
• In some cases, it is possible to recognize a credit even if the learning outcomes achieved abroad are different from the learning outcomes that the person will have in your school. The Competent Institution may decide that the learning outcomes, even if different, are more appropriate for the qualification or for the profession that the qualification prepares. For example, you are studying in the field of Information Technologies. And you may have achieved a Learning Outcome about Mobile Software abroad. However, this Learning Outcome may not be included in the training program in the home country. However, the Competent Authority may decide that the relevant learning outcome is related to the profession of the student and validates and recognizes the transferred achievement. The qualification system in the your country may allow you to choose between optional units and may be validated.
• Finally, it is sometimes not possible to recognize the credit if the learning outcomes are not equivalent to the learning outcomes prepared in the your qualification system. The learning to be achieved abroad should have an absolute equivalent in the host institution. In other words, you are expected to achieve a learning outcome abroad which should be learned in your school.

The main elements/templates to be used within the ECVET mobility dimension are (Directorate-General for Employment, Social Affairs and Inclusion (European Commission) (2019). Study on EU VET Instruments (ECVET and EQVAT):

• Memorandum of Understanding (MoU)

A Memorandum of Understanding (MoU) is an agreement between competent institutions which seeks to establish mutual trust and sets the framework for credit transfer. It formalises the ECVET partnership by stating the mutual acceptance of the status and procedures of the competent institutions involved. It also establishes a partnerships’ procedure for cooperation. By signing it, partner institutions confirm they have discussed and agreed on procedures for assessment, documentation, validation and recognition.

For MoUs established within a broader context (such as agreements set up by sector- based organisations, chambers, regional or national authorities) a list of organisations (VET providers, companies, etc.) who operate in the framework of the MoU can be added. This list can consist of their names or it can refer to the type of VET providers. The list can be included as an annex.

• Learning Agreement (LA)

A Learning Agreement (LA) is concluded by the two competent institutions involved in the training and validation process and the learner, in the framework of a Memorandum of Understanding (MoU). The LA defines the conditions for the mobility of each individual learner. If the conditions for mobility are the same for a group of learners, it is possible to use the same text for all of them. However, each learner should receive and sign an LA that concerns him/her individually.

Both the MoU and the LA are regarded as ‘basic elements of mobility, international cooperation and mutual trust’, As partner institutions make decisions about expected learning outcomes of mobility, they describe them in the MoU and LA, and based on these documents everybody knows their commitment and requirements MoUs are important for validation and recognition of learning outcomes achieved abroad, because if the proposed assessment process is not accepted by a partner organization this could lead to non-validation of LOs at the end.

• Personal Transcript

Currently, there is no common ECVET template for a personal transcript. However, previous research shows that the Europass Mobility Document is often used for this purpose despite certain shortcomings in conceptual and digital connectivity.

One challenge of the current version of Europass Mobility is that sometimes it is only signed but not filled in, as the language used is sometimes ‘completely out of their [employers’] world’. This is particularly so for questions which might be better understood as a ‘work certificate’ to describe the tasks and how the tasks were done, and how they succeeded.

The current version of Europass is perceived to use too difficult language, except for the Europass CV, which is generally referred to as the ‘best’ Europass document, because it uses a language that employers understand. It is in use a lot.

The following table summarises benefits and constraints of the different tools:

Source: ECVET Magazine no.28, June 2017, p. 6

In the following, orientations for the above-mentioned templates will be presented in detail.

The respective examples are adapted from the ECVET Manual for students and other documents developed in ERASMUS+ projects. (https://vetexpress.meb.gov.tr/platform/public/en-s1.pdf)

Templates / Documents to be applied within mobility activities #

6.1 Proposal Template: Memorandum of Understanding (MOU) #

‘File code’ of the Memorandum of Understanding (optional)
(Remove if not necessary)
Objectives of the Memorandum of Understanding
The Memorandum of Understanding[1] (MoU) forms the framework for cooperation between the competent institutions. It aims to establish mutual trust between the partners. In this Memorandum of Understanding partner organisations mutually accept their respective criteria and procedures for quality assurance, assessment, validation and recognition of knowledge, skills and competence for the purpose of transferring credit.
Are other objectives agreed on? Please tick as appropriate	☐ No ☐ Yes – these are: insert information
Organisations signing the Memorandum of Understanding
Organisation 1
Country
Name of organisation
Address
Telephone/fax
E-mail
Website
Contact person		Name
		Position
Telephone/fax
E-mail

Organisation 2
Country
Name of organisation
Address
Telephone/fax
E-mail
Website
Contact person	Name
	Position
Telephone/fax
E-mail
Organisation 3 (remove table if not necessary)
Country
Name of organisation
Address
Telephone/fax
E-mail
Website
Contact person	Name
	Position
Telephone/fax
E-mail
Organisation 4 (remove table if not necessary)
Country
Name of organisation
Address
Telephone/fax
E-mail
Website
Contact person	Name
	Position
Telephone/fax
E-mail

add more tables if necessary – remove page if not necessary

Other organisations covered by this Memorandum of Understanding (if appropriate)

Explanatory note: For MoUs established within a broader context (such as agreements set up by sector based organisations, chambers, regional or national authorities) a list of organisations (VET providers, companies, etc.) who are able to operate in the framework of the MoU can be added. This list can consist of their names or it can refer to the type of VET providers. The list can be included as an annex.

insert information here or remove if not necessary

The qualification(s) covered by this Memorandum of Understanding
Qualification 1
Country
Title of qualification
EQF level (if appropriate)
NQF level (if appropriate)
Unit(s) of learning outcomes for the mobility phases (refer to enclosure in the annex, if applicable)
Enclosures in annex – please tick as appropriate	☐ Europass Certificate Supplement ☐ The learning outcomes associated with the qualification ☐ Description of the unit(s) of learning outcomes for the mobility ☐ Other: please specify
Qualification 2
Country
Title of qualification
EQF level (if appropriate)
NQF level (if appropriate)
Unit(s) of learning outcomes for the mobility phases (refer to enclosure in the annex, if applicable)
Enclosures in annex – please tick as appropriate	☐ Europass Certificate Supplement ☐The learning outcomes associated with the qualification ☐ Description of the unit(s) of learning outcomes for the mobility ☐ Other: please specify
Qualification 3 (remove table if not necessary)
Country
Title of qualification
EQF level (if appropriate)
NQF level (if appropriate)
Unit(s) of learning outcomes for the mobility phases (refer to enclosure in the annex, if applicable)
Enclosures in annex – please tick as appropriate	☐ Europass Certificate Supplement ☐ The learning outcomes associated with the qualification ☐ Description of the unit(s) of learning outcomes for the mobility ☐ Other: please specify
Qualification 4 (remove table if not necessary)
Country
Title of qualification
EQF level (if appropriate)
NQF level (if appropriate)
Unit(s) of learning outcomes for the mobility phases (refer to enclosure in the annex, if applicable)
Enclosures in annex – please tick as appropriate	☐ Europass Certificate Supplement ☐ The learning outcomes associated with the qualification ☐ Description of the unit(s) of learning outcomes for the mobility ☐ Other: please specify
Qualification 5 (remove table if not necessary)
Country
Title of qualification
EQF level (if appropriate)
NQF level (if appropriate)
Unit(s) of learning outcomes for the mobility phases (refer to enclosure in the annex, if applicable)
Enclosures in annex – please tick as appropriate	☐ Europass Certificate Supplement ☐ The learning outcomes associated with the qualification ☐ Description of the unit(s) of learning outcomes for the mobility ☐ Other: please specify
Qualification 6 (remove table if not necessary)
Country
Title of qualification
EQF level (if appropriate)
NQF level (if appropriate)
Unit(s) of learning outcomes for the mobility phases (refer to enclosure in the annex, if applicable)
Enclosures in annex – please tick as appropriate	☐ Europass Certificate Supplement ☐ The learning outcomes associated with the qualification ☐ Description of the unit(s) of learning outcomes for the mobility ☐ Other: please specify

add more tables if necessary – remove page if not necessary

Assessment, documentation, validation and recognition

By signing this Memorandum of Understanding we confirm that we have discussed the procedures for assessment, documentation, validation and recognition and agree on how it is done.

Validity of this Memorandum of Understanding

This Memorandum of Understanding is valid until: insert information

Evaluation and review process

The work of the partnership will be evaluated and reviewed by: dd/mm/yyyy, person(s)/organisation(s)

Signatures
Organisation / country	Organisation / country
Name, role	Name, role
Place, date	Place, date

Organisation / country (remove if not necessary)	Organisation / country (remove if not necessary)
Name, role	Name, role
Place, date	Place, date

Organisation / country (remove if not necessary)	Organisation / country (remove if not necessary)
Name, role	Name, role
Place, date	Place, date

add more tables if necessary

Additional information

Annexes

6.2 Proposal Template: Learning Agreement (LA) #

1.1. Information about the Home organisation. 1. Information about the participants.
Name of organisation
Address
Telephone/fax
E-mail
Website
Contact person
Telephone/fax
E-mail

1.2. Information about the Host organisation
Name of organisation
Address
Telephone/Fax
E-mail
Website
Contact person
Telephone/Fax
E-mail
Tutor/mentor

1.3. Information about the learner
Address
Telephone/Fax
E-mail
Date of birth
Male		Female
Contact details of parents or legal guardian of the learner (if applicable):
Name
Address
Telephone
E-mail

1.4. Information about intermediary organisation, if is involved.
Name of organisation
Address
Telephone/Fax
E-mail
Website
Contact person
Telephone/Fax
E-mail

2. Learning period abroad – Duration:
Start date:	(dd/mm/yyyy)
End date:	(dd/mm/yyyy)
Length of time abroad	(dd/mm/yyyy) to (dd/mm/yyyy)

3. The qualification being taken by the learner – including information on the learner’s progress (knowledge, skills and competence already acquired).
Title of the qualification being taken by the learner (please also provide the title in the language of the partnership, if appropriate)
EQF level (if appropriate)
NQF level (if appropriate)
Information about the student’s progress: knowledge, skills, competence. (could be included in an annex if necessary)
Enclosures in annex – please tick as appropriate	Europass CV
	Europass Mobility
	Europass Language Passport
	(Unit[s] of) learning outcomes already acquired by the learner
	Europass Certificate Supplement
	European Skills Passport
	Other:

4. Learning outcomes to be achieved during mobility
Title of unit(s)/groups of learning outcomes/parts of units to be acquired
Number of ECVET points to be acquired while abroad
Learning outcomes to be achieved
Description of the learning activities (e.g. information on location(s) of learning, tasks to be completed and/or courses to be attended)
Enclosures in annex – please tick as appropriate	Description of unit(s)/groups of learning outcomes which are the focus of the mobility.
	Description of the learning activities
	Individual’s development plan when abroad
	Other:

5. Assessment and documentation
Responsible for assessing the learner’s performance	Name
	Organisation
	Role
Asessment of learning outcomes	Date of assessment: dd/mm/yyyy.
	Method:
How and when will the assessment be recorded?
Please, indicate if it includes:	Detailed information about the assessment procedure (e.g. methods, criteria, assessment grid)
	Template for documenting the acquired learning outcomes (such as the learner’s transcript of record or Europass Mobility)
	Individual’s development plan when abroad
	Other:

6. Validation and Recognition
Person (s) responsible for validating the learning outcomes	Person:
	Organization, role:
Description about the validation process
Validated achievements	Date:
	Method
Person(s) responsible for recognising the learning outcomes achieved abroad	Person:
	Organization, role:
Recognition system

7. Signatures
Host organization/Country: Sgd: (name and surname) (Role ) Data: in (Place), dd/mm/yyyy	Home Organization/Country: Sgd: (name and surname) (Role ) Data: In (place), dd/mm/yyyy	Learner: Sgd: (name and surname) Data: In (place), dd/mm/yyyy

If applicable: Intermediary organisation	If applicable: Parent or legal guardian
Intermediary organization: Sgd: (name and surname) (Role ) Data: in (Place), dd/mm/yyyy	Sgd: (name and surname) (Role ) Data: In (place), dd/mm/yyyy

8. Additional information

 

6.3 Proposal Template: Personal Transcript #

1. Contact details of learner:
Addres:
Telephone/fax:
Email:
Date of birth:

2. Mobility Stay.

Details on the receiving institution:

Beginning and end of VET stay, duration in weeks:

Daily work and learning times:

Details on the learning and work context:

3. Learning outcomes:

Acquired knowledge, skills and competence, incl. ECVET points (if relevant):

Details about testing (procedures, methods, criteria):

Assessment result:

4. Signatures
Host organisation/Country: Sgd: (name and surname) (Role ) Data: in (Place), dd.mm.yyyy	Learner: Sgd: (name and surname) Data: In (place), dd.mm.yyyy

6.4 Proposal Template: Europass #

As explained in Section 2, Europass is one of the documents relevant to ECVET concepts and processes in ECVET in general and special for the mobility dimension.

The Europass User Guide (https://europass.europa.eu) explains the purpose and use of the Europass and provides instructions on how to complete it. The following relevant aspects are quoted from it:

What is Europass Mobility?

Europass Mobility allows for the preparation and certification of outcomes of learning mobilities abroad through the use of standardised templates. Europass Mobility is designed for use in any learning mobility context, including formal, non-formal and informal learning. In Erasmus+, Europass Mobility will become the standard template for preparing and documenting learning outcomes.

Why Europass Mobility?

The revised template makes it possible to use Europass standards throughout the whole cycle of mobility activities, from preparation to follow-up. It serves different purposes, among them:

• It is an effective pedagogical tool that e.g. helps individuals recognize and understand better their learning, skills and expectations towards them for a mobility period abroad.

• A good Europass Mobility can be an important document for individuals’ career, certifying not only the completed mobility period abroad, but also documenting the learning outcomes achieved.

• Producing a Europass Mobility serves as a process to bring together different actors to reflect on and improve the quality of a mobility period

Who is responsible for filling in the Europass Mobility document?

The document is filled in as a collaboration between the sending and hosting organisations as well as the participant in the mobility activity. Depending on the educational system as well as the setup and administrative management of the mobility activity, one of the organisations may be required to take a leading role in this process. It is essential to clarify roles of the different actors in the preparation of the document at the different stages.

What is the difference between pre- and post-mobility documents?

The pre-mobility version of Europass Mobility serves as a learning agreement. It states the agreement between sending and hosting organisations as well as the participant on expected learning outcomes, mentoring, evaluation, contact details, etc. and thus ensures the quality of the mobility. It can thus be a rather long document including many details the parties want to agree upon.

In the post-mobility version, the document certifies the completed mobility period abroad and the achieved learning outcomes.

Relevant fields may be updated based on the pre-mobility agreement. Many additional sections may or even have to be removed due to their lack of relevance post-mobility.

Can the Europass Mobility template be used only for post-mobility?

Yes, absolutely. The Europass Mobility can be used after the mobility to record achieved learning outcomes. However, we recommend the use of a pre-mobility document for smoother management of learning mobility activities.

Filling in the template

All items in the template are mandatory unless indicated otherwise in the guidance below. Please remove all sections/lines left blank/not needed to keep the document short and concise. Before finalising the template, you should remove all instructions indicated in square brackets and highlighted in grey colour.

Note: Actually it is possible to create an individual EUROPASS online via https://europass.europa.eu/en

EUROPASS Mobility (Filling instructions)

ITEM	EXPLANATION AND APPLICABILITY RULES
HEADER	The header consists of Europass Mobility Learning agreement – only in the pre-mobility version, to be removed in the post- mobility version Europass Mobility Number – Number generated by Beneficiary Module for Erasmus+ participants, issued by NECs for all other users.
FIRST NAME(S) AND LAST NAME(S)	The first and last name(s) of the participant
PROGRAMME AND ACTIVITY TYPE / TITLE	The title of the document should be constructed by combining the name of the mobility programme and the type or brief title of the activity.

	Mobility programme: If the activity has been funded through a specific programme, organised as part of a wider scheme or organised by non-profit or for-profit organisations, mention it here. For example: Erasmus+, European Solidarity Corps, Nordplus, bi-lateral youth offices (e.g. French-German Youth Office), national funding programmes (private or civil society scholarships, etc.) The activity type is obligatory if Mobility programme = Erasmus+. Typology must follow the Erasmus+ Programme Guide. Other programmes may follow the Erasmus+ typology or use their own typology, e.g. a brief title of the activity. For example: Erasmus+ Long-term learning mobility of VET learners (ErasmusPro) Erasmus+ Job shadowing European Solidarity Corps – Solidarity Project Office Franco-Allemand Pour la Jeunesse/Deutsch-Französisches Jugendwerk – Rencontre trinationale / Trilaterale Begegnung Nordplus – Study visit
START AND END DATE	The dates on which the mobility activity start and ends. Travel days should be excluded. Format Day/Month/Year, e.g. 30/10/2023 – 07/11/2023
STATUS AT THE SENDING ORGANISATION (LEARNING PROGRAMME OR JOB TITLE)	In case of learner participants: Specify the education or training programme that the participant has been enrolled in at the sending organisation when departing for the mobility activity. If relevant, include the school year / grade, expected qualification after graduation and the corresponding level in the European Qualifications Framework and the National Qualifications Framework. More information about the EQF is available here: https://europa.eu/europass/en/description-eight-eqf-levels In case of staff participants: Specify their job title at the sending organisation (e.g. biology teacher, trainer for mechatronics, vice-principal, etc.). For participants who are not enrolled in a formal learning programme, please indicate their learner status (e.g. recent VET graduate, youth participant, learner in adult education).
HOST ORGANISATION (S)	As a minimum, you must define one host organisation. If there were other host organisations involved (e.g. in activities where both a school and a company are hosting the participant), you can list them under the same item (no need to copy additional lines). In that case, make sure to list the main host first.
HOST COUNTRY AND CITY	The country and city where the activity took place. If more than one location was used, you can list them all in order of importance.
HOST’S EMAIL / PHONE	Provide an email and/or phone number that is not protected under data privacy rules. For example, this can be the host organisation’s official e-mail. The purpose of the contact is to be used by employers or other organisation seeking to verify the information in the document.
FIELD	Select from the available options in the template. Field refers to the context of the activity, e.g. youth exchanges, volunteering, or specific education and training fields.
MODE	Select from the available options in the template. ‘Blended mobility activities’ are a combination of physical and virtual (online) elements.

When completing the next sections, please keep the information clear and simple enough to be understood by all parties (especially if learners are involved). Because the agreement is likely to be written in a language that is not the main language of everyone involved, we recommend using short and direct sentences or bullet points.

Learning outcomes

A list of learning outcomes must be included in every Europass Mobility document, whether it is created at pre-mobility or post-mobility stage. You can choose between several options or combine between them to complete this section.

A.

The European key competence framework for lifelong learning – recommended as the EU standard that is easily applicable to define outcomes in any formal, informal and non-formal learning context.

B.

European Skills, Competences, and Occupations (ESCO) classification describes and systematises professional occupations and skills relevant for the EU labour market and education and training area. Particularly useful for mobility activities with a strong vocational or professional dimension. Also, ESCO knowledge concepts can be used. Next to job-specific skills, ESCO includes transversal skills. You can also make use of the related tools for Linking learning outcomes of qualifications with ESCO skills.

C.

Free text, or another competence framework of your choice, such as the Council of Europe Reference Framework of Competences for Democratic Culture, OECD PISA Global competence and Collaborative Problem Solving frameworks, UNESCO Intercultural competences framework, etc. Other competence frameworks, such as DigComp may be used.

After choosing one or several of the options above, complete the section with clear, concrete and concise description of the planned / achieved learning outcomes, formulated as statements about what the participant will have learned, understood and be able to do following the completion of their mobility activity.

Please consult “Defining, writing and applying learning outcomes” and /or “Guidelines on drafting short descriptions of learning outcomes” published by the European Centre for the Development of Vocational Training (Cedefop) for further help on how to write learning outcomes.

Make sure to include all learning outcomes, including those resulting from non-formal or informal learning, learning outcomes related to personal development and transversal skills.

You can combine two frameworks to describe learning outcomes of the same activity. For example, you can use the European key competence framework to describe competences more generally and complement that with more detailed skills from the ESCO taxonomy.

Additional option – Record of completed courses: You may complement learning outcome-based options with a record of completed courses (including transfer of grades and credits). This is most relevant for formal learning programmes that already adhere to a specific credit system. This option may not be used on its own.

It is mandatory to discuss and agree upon the planned learning outcomes between sending and hosting organisation as well as the participant. Equally, the achieved learning outcomes must be agreed upon by the different parties.

Activities and tasks

The section consists of a list of activities that the participant will attend and tasks they will complete as part of their mobility activity, e.g. practical tasks of trainings/traineeships. This may include pre-departure trainings or preparations. Tasks or activities upon return to the sending organisation, e.g. tests or exams, should be included under “Return conditions” further below. This section does not replace the need to list the learning outcomes of activities and tasks in the section above.

You can add and remove lines for activities and tasks according to your needs.

Mentoring and monitoring arrangements

This section is obligatory at pre-mobility stage (learning agreement) under the Erasmus+ programme.

When producing the final Europass Mobility document after the mobility activity has finished, you can decide if you want to keep it in or remove it.

The section consists of a list of mentoring and monitoring activities that will be used to support the participant and track their learning progress. For example: scheduled dialogues/trialogues with their mentors, periodical reviews of the learning outcomes and completed tasks, consultations between the mentors at the hosting and sending organisation, consultations with parents or the host family etc.

You can add and remove lines for activities according to your needs.

Evaluation, recognition and return to the sending organization

This section is obligatory at pre-mobility stage (learning agreement) under the Erasmus+ programme.

When producing the final Europass Mobility document after the mobility activity has finished, you can decide if you want to remove it or keep it.

ITEM EXPLANATION AND APPLICABILITY RULES

	EVALUATION OF LEARNING OUTCOMES
	EVALUATION FORMAT AND PROCEDURES	Describe the planned evaluation exercises that will happen during or after the mobility activity. For example: written or oral examination, practical or research assignments, continuous assessment, teachers’ report, self-assessment, etc. Include information on where the evaluation is going to take place (sending or host organisation), who will be the evaluators, procedure in case of contested results, how are the results and/or grades going to be transmitted between the host and the sending organisation, etc.
	EVALUATION CRITERIA	Describe the criteria that will be used for the evaluation. If you are using an existing grading or evaluation system, you can reference it with a weblink or attach a description.
	RECOGNITION OF LEARNING OUTCOMES	Explain the conditions under which the learning outcomes will be recognised at the sending/returning organisation, so as to use the achieved learning outcomes for the future learning path of learners or professional development of staff. Define who will be responsible for the recognition process and how are the recognised learning outcomes going to be registered in the learner’s records, or in their professional file (in case of staff). List the documents that must be issued to ensure that this procedure can be completed. For each needed document identify the organisation responsible to issue it, the recipient of the document and the indicative date for issuing the document.
	RETURN TO THE SENDING ORGANISATION
	RETURN DESTINATION	Indicate where the learner will continue education upon return from their mobility period. For example: in the same or different school / company / training centre; class / grade / year; vocational education and training (VET) specialisation, etc. If a return to the sending organisation will not take place (e.g. in case recent VET graduates), indicate ‘Not applicable’ and add a short explanation. For staff participants, remove the entire section ‘Return to the sending organisation’.
	RETURN CONDITIONS	Indicate if the learner will have to complete any actions or exams to catch-up with the curriculum/programme at the sending organisation. Specify when and how this will happen (e.g., immediately upon return, during the same year, in the following year, in form of an additional course or study hours, etc.). Remove this item if ‘Not applicable’ is indicated under ‘Return destination’.

Additional provisions

If needed pre-mobility, introduce here any other specific provisions not covered in other sections. For example, this can be arrangements with the host family, an applicable code of conduct or other annexes. If no additional provisions apply, please delete the section.

When producing the final Europass Mobility document after the mobility activity has finished, you must remove this section.

Contact information

This section is obligatory at pre-mobility stage (learning agreement) under the Erasmus+ programme.

When producing the final Europass Mobility document after the mobility activity has finished, you must remove this section because contact information is protected by law and cannot be included in documents with unknown future recipients.

ITEM EXPLANATION AND APPLICABILITY RULES

	PARENT / LEGAL GUARDIAN	For minors or dependent persons, at least one of their parents / legal guardians must be included. Remove these items if they are not applicable.
	RESPONSIBLE PERSONS AT THE SENDING ORGANISATION / HOST ORGANISATION	For both the sending and the host organisations, you need to include: the mentor (the main content supervisor and advisor for the participant), the administrative contact person (responsible for administrative matters concerning the learning mobility, e.g. enrolment, finances, etc.), and the emergency contact person (who can be contacted in case of emergency, especially if the mentor is unavailable). Responsible persons at the sending organisation must be different than the responsible persons at the host organisation. If necessary, the same person can be specified for more than one role in their organisation, however, there must be at least two different persons per organisation to ensure that one is always available. The possibility to contact more than one person in case of need is essential for the well- being and safety of the participant. If needed, you can add more persons to this section, for example to specify additional mentors or to indicate other roles that you consider important for your activity.
	ACCOMPANYING PERSONS	List the persons that will accompany the participant during the mobility activity. Copy the line for each accompanying person. An accompanying person is a person who accompanies the participant in a mobility activity to ensure their safety and to provide support and assistance. Remove this section if there will be no accompanying persons involved.

Signatures

The number of required signatures depends on the phase of the activity. At pre-mobility stage when the mobility activity is being planned and expected learning outcomes are being prepared, signatures of the sending organisation, the hosting organisation, and the participant (and parent/guardian for minors) are obligatory.

At post-mobility stage when the mobility activity has been completed and the achieved learning outcomes are being documented, it is sufficient for one organisation to sign the document: either the sending organisation or the hosting organisation. Additional signatures are optional if technically possible in the system used to produce the document.

Depending on the education and training system as well as the setup and administrative management of the mobility activity, one of the organisations may be required to take a leading role in this process and sign the document from their side. It is essential to clarify roles of the different actors in the preparation of the document at the different stages.

In this context, a responsible person is a representative of the sending or host organisation who can sign on behalf of the organisation. This can be the director, principal, another member of the organisation’s management, the project manager, or another person, depending on the organisation’s structure and repartition of duties.

The following example of a completed template should help to provide a better understanding:

Europass Mobility (Filled Example)

Explanatory note

Europass Mobility is a standard European document, which records details of the contents and the results – in terms of skills and competences or of academic achievements – of a period that a person of whatever age, educational level and occupational status has spent in another European country (UE/EFTA/EEA and candidate countries) for learning purposes.

The Europass Mobility was established by the decision No 2241/2004/EC of the European Parliament and of the Council of 15 December 2004 on a single Community framework for the transparency of qualifications and competences (Europass).

For more information on Europass, including on the Europass curriculum vitae and the Europass language Passport: http://europass.cedefop.europa.eu; there are available via Internet some digital tools for creating individual Europass: https://europass.europa.eu/en

Literature / Sources #

Auzinger,M., Luomi-Messerer,K. (2021) The European Credit System for Vocational Education and Training, prepared for the European Commission, Luxembourg: Publications Office of the European Union, PDF ISBN 978-92-76-38414-4, doi:10.2767/298513

Cedefop (2012). Necessary conditions for ECVET implementation. Luxembourg: Publications Office. http://www.cedefop.europa.eu/EN/Files/4113_en.pdf

Council (2009). RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 18 June 2009 on the establishment of a European Credit System for Vocational Education and Training (ECVET). 2009/C 155/02. C_2009155EN.01001101.xml (europa.eu)

Eberhard, C. (2013) Implementing ECVET: Anrechnung, Anerkennung und Transfer von Lernergebnissen zwischen europäischer Zielvorgabe und nationalen Systembedingungen, Wissenschaftliche Diskussinspapiere, Nr. 145, BiBB, ISBN 978-3-88555-948-1

https://eu.eventscloud.com/file_uploads/653f7fbb6e835817006124f4f64d111c_ECVETKeyConcepts2018.pdf

Europass; https://europass.europa.eu/system/files/2024-10/EM%20template%20-%20User%20guidance%20.pdf

European Commission; Directorate-General for Employment, Social Affairs and Inclusion (2019). Study on EU VET Instruments (ECVET and EQVAT), Publications Office of the European Union, Luxemburg. PDF ISBN 978-92-76-00033-4; doi:10.2767/345359

European Commission; Directorate General Education and Culture (2012), USING ECVET FOR GEOGRAPHICAL MOBILITY (2012) Part II of the ECVET Users’ Guide – Revised version including key points for quality assurance; ISBN 978-92-79-25816-9; DOI 10.2766/37433; ECVET_Mobility_Web.pdf

Foundation for Swiss Cooperation (2014). Europäisches Leistungspunktesystem in der Berufsbildung (ECVET): Eine Auslegeordnung zu bereits erfolgten Entwicklungen im europäischen Berufsbildungsraum (2014). Stiftung für eidgenössische Zusammenarbeit; Dornacherstrasse 28A, CH-4501 Solothurn

Severing, E. (2005) Europäische Zertifizierungsstandards in der Berufsbildung in: Zeitschrift für Berufs- und Wirtschaftspädagogik (ZBW), Berufs- und Wirtschaftspädagogik (ZBW) Beiheft 3.05; https://www.f-bb.de/fileadmin/user_upload/060314_Europaeisierung_der_Ausbildung_05.pdf

Questions to the partners #

1. How has ECVET supported national policies for mobility, including:

• The organisation of the mobility experience
• The quality of the mobility experience
• The monitoring of mobility learners’ progress
• The integration in the home programme of the learning outcomes of the mobility experiences

1. How has the use of ECVET MoU and LA been incorporated in national mobility systems? What has been its impact?
2. How has ECVET increased the recognition and use of (units of) learning outcomes in national VET systems?
3. How have learning outcome introduced through ECVET affected national systems for recognising formal learning in other contexts?
4. How has ECVET affected national systems for recognising non-formal and informal learning? What impact has this had?
5. How has ECVET strengthened use of learning outcomes in national systems?
6. Which of the technical specifications of ECVET

• units of learning outcomes
• credit points
• documentation (MoU, LA)
• processes of assessment, transfer, recognition and accumulation are most used in practice and why?

1. Which of the technical specifications

• units of learning outcomes
• credit points
• documentation (MoU, LA)
• processes of assessment, transfer, recognition and accumulation are most used in practice and why?

For those that are least used, why is this the case? What was the initial intention for these elements and how has it failed?

 

ECVET Country Answers #

Romania

• Support for national policies on mobility: Romania integrated ECVET into Erasmus+ mobility projects early on. MoU and LA are systematically used in VET mobilities, ensuring better quality and monitoring.
• Use of MoU and LA: They are standard in Erasmus+ partnerships, facilitating recognition of competences in the Romanian NQF.
• Impact on recognition of learning outcomes: Helped modularisation of VET qualifications; easier transfer into the national qualifications register.
• Recognition of formal learning: Introduced learning outcome-based descriptions into curricula, but recognition still mainly project-based.
• Recognition of non-formal and informal learning: Pilot initiatives exist (e.g. validation of work experience), but systematic use is limited.
• Strengthening learning outcomes approach: Encouraged wider acceptance of learning outcomes across institutions.
• Most used technical specifications: Units of learning outcomes, MoU, LA.
• Least used: ECVET points, as they are not integrated in Romania’s qualification system.

Germany

• Support for national policies on mobility: ECVET was mainly applied for Erasmus+ mobility; less embedded in the dual training system. It improved quality assurance and transparency in mobility.
• Use of MoU and LA: Widely used in European mobility projects, but not integrated into the national regulatory framework.
• Impact on recognition of learning outcomes: Raised awareness of learning outcomes, but limited due to legal restrictions in the Vocational Training Act (BBiG) and Crafts Code (HwO).
• Recognition of formal learning: Limited influence, as national qualifications rely on final exams rather than modular units.
• Recognition of non-formal and informal learning: Very limited; German VET is exam- and regulation-driven.
• Strengthening learning outcomes approach: Stimulated discussion but practical impact is low.
• Most used technical specifications: Learning outcomes, MoU, LA.
• Least used: Credit points, as they are incompatible with the dual training system.

Poland

• Support for national policies on mobility: ECVET strongly supported Erasmus+ mobilities; systematic preparation, monitoring and evaluation of learner progress.
• Use of MoU and LA: Part of national mobility practices, ensuring transparency and quality assurance.
• Impact on recognition of learning outcomes: Strengthened modularisation of VET qualifications and outcome-based curricula.
• Recognition of formal learning: Facilitated more flexible pathways within the Polish NQF.
• Recognition of non-formal and informal learning: Initiated pilot projects; systematic validation still developing.
• Strengthening learning outcomes approach: Broader use in curricula and assessment.
• Most used technical specifications: Units of learning outcomes, assessment and recognition processes.
• Least used: Credit points, as the national framework follows other logics.

Turkey

• Support for national policies on mobility: As an Erasmus+ partner country, ECVET improved the organisation and quality of mobilities, with strong focus on transparency and learner monitoring.
• Use of MoU and LA: Standard in VET mobility projects, ensuring clarity of expectations and recognition.
• Impact on recognition of learning outcomes: Learning outcomes have been embedded more systematically in Turkish VET curricula.
• Recognition of formal learning: Limited but growing, particularly in pilot projects linking outcomes with national standards.
• Recognition of non-formal and informal learning: Some pilot actions exist (e.g. workplace competences), but no nationwide system yet.
• Strengthening learning outcomes approach: Supported outcome-based VET curricula reform.
• Most used technical specifications: MoU, LA, assessment processes.
• Least used: Credit points, as Turkey has no national credit system in VET.

Portugal

• Support for national policies on mobility: Portugal is among the high-impact countries for ECVET. Mobility is well integrated into VET strategies.
• Use of MoU and LA: Recommended at national level; sometimes also used for national mobilities.
• Impact on recognition of learning outcomes: Strong support for modularisation of qualifications and outcome-based systems.
• Recognition of formal learning: Facilitated flexible learning pathways and recognition across institutions.
• Recognition of non-formal and informal learning: Well-developed compared to other countries, with institutional frameworks for validation of work experience.
• Strengthening learning outcomes approach: ECVET promoted a systematic use of outcomes for qualifications design and recognition.
• Most used technical specifications: Units of learning outcomes, MoU, LA, recognition processes.
• Least used: Credit points, since Portugal uses national alternatives.

Ukraine

• Support for national policies on mobility
  
  
  ECVET supported Erasmus+ mobility projects in Ukraine by structuring mobility periods, ensuring quality assurance, and monitoring learners’ progress. It contributed to making learning outcomes transferable between Ukrainian VET institutions and EU partners.
• Use of MoU and LA
  
  
  Memoranda of Understanding and Learning Agreements are systematically used in Erasmus+ mobilities with EU countries. Their use is not (yet) formally integrated into the Ukrainian national VET system, but they provide the framework for recognition of outcomes from international exchanges.
• Impact on recognition and use of learning outcomes
  
  
  ECVET projects strengthened the outcome-based approach in Ukrainian VET reforms. The National Qualifications Framework (NQF, adopted 2011, updated 2020) is aligned with EQF, and ECVET mobilities helped embed units of learning outcomes in new vocational standards.
• Recognition of formal learning
  
  
  Learning outcomes from mobility can be integrated into curricula at institutional level. However, systemic recognition is still limited, as Ukraine’s VET assessment system is transitioning towards modular structures.
• Recognition of non-formal and informal learning
  
  
  Pilot projects exist (for example, validation of work-based competences), but recognition remains experimental. ECVET principles provided methodological support for developing validation practices, though not yet rolled out nationwide.
• Strengthening use of learning outcomes
  
  
  ECVET significantly contributed to strengthening learning outcomes in national VET reforms, especially in the design of modular vocational standards and alignment with EQF descriptors.
• Most used technical specifications
  
  
  Units of learning outcomes, MoU, LA, and processes of assessment and recognition in mobility projects.
• Least used
  
  
  Credit points are not applied in Ukraine’s VET system, as the framework does not include a national credit system for VET.

Summary of Partner Answers (related to this document) #

Ukraine is not an EU Member State but has been an Erasmus+ programme country since 2015, and ECVET has been promoted there through mobility and capacity-building projects.

1. Support for national policies on mobility

• All countries (RO, DE, PL, TR, PT, UA): ECVET mainly supported Erasmus+ mobilities by structuring learning agreements, improving transparency, and monitoring learner progress.
• Portugal, Romania, Ukraine: used ECVET more strategically in national mobility strategies.
• Germany, Poland, Turkey: applied mainly in EU-funded projects, not embedded in national law.

2. Use of MoU and LA

• Every country applied MoU and LA in Erasmus+ projects.
• Portugal, Romania, Ukraine: extended MoU/LA principles beyond international projects, at least in pilot or national frameworks.
• Germany, Poland, Turkey: MoU and LA remain project-based tools without legal standing.

3. Recognition and use of learning outcomes in VET systems

• Romania, Poland, Portugal, Ukraine: promoted modularisation and outcome-based curricula.
• Germany: limited systemic integration due to the dual VET model and legal framework.
• Turkey: gradually embedding outcomes in VET reforms.
• Ukraine: NQF was aligned to EQF (since 2011), and ECVET projects helped introduce learning outcomes into vocational standards.

4. Impact on recognition of formal learning

• Portugal, Romania, Poland, Ukraine: supported recognition of modular units and flexible pathways.
• Germany: little impact; qualifications remain exam-based.
• Turkey: only pilot-level recognition so far.

5. Impact on recognition of non-formal and informal learning

• Portugal: most advanced system with formal validation structures.
• Romania, Poland, Ukraine: pilot projects for validation exist; still limited national rollout.
• Germany: almost no effect, recognition tied to formal exams.
• Turkey: small-scale pilots for workplace learning validation.

6. Strengthening of learning outcomes

• All partners confirm that ECVET strengthened the learning outcomes orientation.
• Ukraine: learning outcomes became the central concept of national qualifications reform and alignment with EQF.

7. Use of technical specifications

• Most used across all partners:
  • Units of learning outcomes
  • MoU and LA
  • Assessment, validation, recognition processes
• Least used:
  • 
    Credit points, not integrated in any national system (including Ukraine).

✅ Overall conclusion:

• ECVET had the largest impact on mobility quality, transparency, and learning outcomes orientation.
• Portugal, Romania, Ukraine stand out for adopting outcome-based structures more widely.
• Germany remains most restrictive due to legal incompatibilities with its dual system.
• Poland and Turkey are in between: outcome-based reforms are visible but not fully systemic.
• Recognition of non-formal/informal learning remains underdeveloped except in Portugal, with Ukraine showing potential due to its ongoing NQF reforms.

Disclaimer / Copyright Notice
Parts of the material were created and structured with the assistance of ChatGPT (OpenAI, GPT-5). The content was generated to support analysis and reporting, and has been adapted and reviewed by the project team.

All trademarks and product names mentioned are acknowledged and remain the property of their respective owners.

29.8.25 Germany, Project team

Partners:

FA-Magdeburg | Germany
Rogepa | Romania
DiDi For a Better World | Türkiye
SBH Nordost | Germany
Lodz Chamber of Industry and Commerce| Poland
EPRALIMA Escola Profissional do Alto Lima CIPRL | Portugal
Lviv Polytechnic National University | Ukraine

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