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Analysis of the ECVET principles implementation

Lingwa: EN

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The development of citizens’ knowledge, skills and competences has always been priority to the European community. Therefore the recognition of that knowledge, skills and competences is a very important issue for the development of competitiveness, employment and social cohesion in the European community. As the European labor market developed, there was a real need for transnational mobility for workers and learners that had to be encouraged and promoted by the very own community.

As a result, on 18 June 2009 the European Parliament and Council issued a recommendation on the establishment of a European Credit System for Vocational Education and Training (ECVET).

As it was noted in the recommendation “The purpose of this Recommendation is to create a European Credit System for Vocational Education and Training (‘ECVET’) intended to facilitate the transfer, recognition and accumulation of assessed learning outcomes of individuals who are aiming to achieve a qualification. This will improve the general understanding of citizens′ learning outcomes and their transparency, transnational mobility and portability across and, where appropriate, within Member States in a borderless lifelong learning area, and will also improve the mobility and portability of qualifications at national level between various sectors of the economy and within the labour market; furthermore, it will contribute to the development and expansion of European cooperation in education and training.”[1]

 

[1] 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) (Text with EEA relevance), Official Journal of the European Union, 08.07.2009, (2009/C 155/02)

Awtur(i) tar-Riżorsa: 
Local Community Development Foundation Stip (MK)
Poliproekt (MK)
Ljudska Univerza Ptuj (SI)
Innova Sozialwerk e.V. (DE).
Data tal-pubblikazzjoni:
Il-Ħamis, 30 Mejju, 2019
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  • Preben Jensen's picture
    A noble vision

    But maybe the knowlegde/skills/competence destiction is a little problematic in this context. As far as I can see the understanding of the three concepst differ a lot from country to country. And in a practical learning environment, the destinction  does not offer much. 
    What you know and what you can do is closely connected. Why not just concentrate on competences (what are they able to do - and just ignore the question about how much of it is knowlgde and how much is skills)