Proposal for a Recommendation of the European Parliament and of the Council on the establishment of the European credit system for vocational education and training (ECVET) [SEC(2008) 442 SEC(2008) 443]
Date: 2008-04-09
Institutions: European Commission
Subjects: apprenticeship, cooperation in the field of education, professional qualifications, student mobility, vocational education, vocational training

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COMMISSION OF THE EUROPEAN COMMUNITIES 

Brussels, 9.4.2008 
COM(2008) 180 final 

2008/0070 (COD) 

RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE 
COUNCIL  

on the establishment of the European Credit system for Vocational Education and 
Training (ECVET) 

[SEC(2008) 442 
SEC(2008) 443] 

(presented by the Commission) 

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EXPLANATORY MEMORANDUM 

1. 

Context of the proposal 

Grounds for and objectives of the proposal 

The need for a continuous renewal of citizens' knowledge, skills and competence is crucial for 
the  EU's  competitiveness  and  social  cohesion,  and  in  this  respect  vocational  education  and 
vocational training have a key contribution to make. However, complexity and a lack of co-
operation  between  different  providers/authorities  and  between  different  national  systems 
weaken its impact. Barriers hinder individual citizens from accessing education and training 
and  from  combining  and  accumulating  learning  outcomes  achieved  in  different  learning 
contexts.  They  make  it  difficult  for  citizens  to  move  within  the  European  Vocational 
Education  and  Training  (VET)  area  and  the  European  labour  market  and  to  pursue  genuine 
lifelong learning without borders. 

The Lisbon European Council in 2000 concluded that increased transparency of qualifications 
and lifelong learning should be two of the main components in the efforts to adapt Europe's 
education and training systems both to the demands of the knowledge society and to the need 
for an improved level and quality of employment. 

The  2002  Council  Resolution  on  the  promotion  of  enhanced  European  cooperation  in  VET 
(the "Copenhagen Process") emphasised that giving priority to a system of credit transfer for 
VET  was  one  of  the  common  measures  needed  in  order  to  promote  the  transparency, 
comparability,  transferability  and  recognition  of  competence  and/or  qualifications,  between 
different countries and at different levels. 

In the 2004 Maastricht Communiqué, the Ministers responsible for VET, the Commission and 
the European social partners agreed to give priority to the development and implementation of 
ECVET.  This  was  confirmed  by  the  same  group  in  the  2006  Helsinki  Communiqué  which 
calls further development of common European tools namely ECVET1. 

This ECVET proposal responds to the political mandate described above.  

General context 

One of the main obstacles to attracting more interest in transnational mobility as part of initial 
and continuing vocational training and education is the difficulty in identifying, validating and 
recognising  learning  outcomes  acquired  during  a  stay  in  another  country.  Furthermore 
lifelong  learning  is  taking  place  increasingly  in  different  countries  and  in  a  wide  variety  of 
contexts, formal, non-formal and informal. 

What  is  needed,  therefore,  is  a  way  of  enabling  people  to  pursue  their  learning  pathway  by 
building on their learning outcomes when moving from one learning context to another, and 
from one country to the other. 

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Maastricht  Communiqué  on  the  future  priorities  of  enhanced  European  cooperation  in  vocational 
2004 
training 
(http://ec.europa.eu/education/news/ip/docs/maastricht_com_en.pdf);  Helsinki  Communiqué 
of 
enhanced  European  cooperation 
training,  5  December  2006 
in  vocational  education  and 
(http://ec.europa.eu/education/policies /2010/doc/helsinkicom_en.pdf) 

education, 

December 

and 

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One  of  the  most  important  challenges  to  be  faced  is  the  diversity,  even  fragmentation  of 
education, VET and qualifications systems in Europe. A large number of qualifications and of 
different competent institutions and actors may be involved. Their activities may include the 
definition  of  qualifications,  methods  for  assessing  and  validating  learning,  setting  training 
objectives, determining the content of learning outcomes, implementing training programmes. 
A  wide  range  of  providers  may  be  involved:  ministries,  agencies,  occupational  sectors, 
companies, social partners, chambers, non-governmental organisations, and so forth. In some 
cases,  a  national  authority  may  accredit  or  empower  training  providers  or  other  actors  to 
prepare and issue qualifications, points, etc. In other cases, these functions can be devolved to 
the regional level, or to the providers. 

Countries  have  a  national  framework  defining  levels  of  qualifications  or  a  classification  for 
these  levels.  These  frameworks  may  or  may  not  be  geared  towards  the  organisation  of 
education  or  training  cycles.  Moreover,  depending  on  the  systems,  qualifications  may  be 
obtained either after only one type of formal training programme or following several kinds of 
learning processes. 

The  award  of  qualifications  is  based,  in  some  systems,  on  the  accumulation  of  units  of 
learning outcomes either associated with credit points (United Kingdom, Finland, Sweden…) 
or without credit points (France, Spain…). Credit systems are sometimes developed within a 
broader qualifications framework (Scottish and Welsh credit and qualifications framework) or 
designed  for  specific  qualifications  (IFTS  system  in  Italy).  Furthermore,  depending  on  the 
country, there are many ways of using units and points for learning outcomes and, in certain 
countries different practices for the allocation of points for learning outcomes may coexist. 

Considering the diversity described above, common conventions and technical principles are 
required in order to ensure mutual trust and to enable the transfer and recognition of learning 
outcomes in the context of trans-national mobility. 

Existing provisions in this area at European level 

This  ECVET  proposal  belongs  to  a  series  of  European  initiatives,  including  the  European 
Credit Transfer and Accumulation System (ECTS), Europass2, the European Quality Charter 
for  Mobility  (EQCM),  the  European  principles  for  the  identification  and  validation  of  non-
formal and informal learning and the European Qualification Framework for lifelong learning 
(EQF)3: 

– 

– 

ECTS was promoted by the Recommendation of the European Parliament and 
Council  of  10  July  2001  on  mobility  within  the  Community  for  students, 
persons undergoing training, volunteers, teachers and trainers4, used in higher 
education. ECVET should be compatible with ECTS so as to enable bridging 
vocational education and training and higher education. 

Europass  was  created  by  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. 

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Community framework for the transparency of qualifications and competences (Europass) 
Proposal for a recommendation of the European Parliament and of the Council on the establishment of 
the European Qualification Framework for lifelong learning, COM(2006) 479 final, Brussels, 5.9.2006 
OJ L 215, 09.08.2001 

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– 

– 

– 

The European principles for the identification and validation of non-formal and 
informal  learning  were  agreed  in  the  form  of  Council  Conclusions  in  20045. 
The implementation of ECVET will take these principles into account. 

EQCM was adopted through the Recommendation of the European Parliament 
and of the Council of 18 December 2006 on trans-national mobility within the 
Community for education and training purposes (European Quality Charter for 
mobility6). It states in point 8 of its Annex that, when mobility is undertaken by 
individuals,  "participants  should  be  provided  with  assistance  to  facilitate 
recognition  and  certification"  of  learning  outcomes.  ECVET  is  intended  to 
support the quality of individuals' mobility as required by the abovementioned 
Recommendation. 

tool  for 

EQF was launched by the 2008 Recommendation of the European Parliament 
and  of  the  Council  on  the  European  qualification  framework  (EQF)7  as  a 
reference 
in  national 
the  comparison  of  qualification 
qualifications  systems  and  also  in  qualifications  systems  developed  by 
international  sectoral  organisations.  ECVET  will  complement  and  build  on 
common concepts and principles with the EQF. Indeed, ECVET uses EQF as 
the reference level for qualifications. 

levels 

Consistency with other policies and objectives of the Union 

ECVET  does  not  apply  to  the  mutual  recognition  of  qualifications  in  the  area  of  regulated 
professions,  as  that  is  ensured  by  Directive  2005/36/EC8  of  7  September  2005,  because 
ECVET  is  not  a  tool  for  granting  rights  to  migrants  in  recognition  of  their  qualifications 
acquired  in  one  Member  State  with  a  view  to  exercising  a  regulated  profession  in  another 
Member  State.  In  such  a  case,  only  the  Directive  imposes  legally  binding  obligations  on 
Member States' authorities. 

2. 

Consultation of interested parties and impact assessment 

Consultation of experts 

The Cedefop (2005) report on "European approaches to credit (transfer) systems in VET – An 
assessment of the applicability of existing credit systems to a European credit transfer system 
for vocational education and training (ECVET)" builds extensively on relevant international 
cases  and  practices  in  the  field  of  credit  systems.  In  2005  the  Commission  financed  two 
studies  to  look  into  ECVET  in  the  context  of  European  mobility  in  the  area  of  initial 
vocational training9. These two studies conclude that the ECVET principles are viewed in a 
positive  light  by  the  stakeholders  who  were  met  and  interviewed.  ECVET  is  also  seen  as  a 
being  key  device  for  the  improvement  of  the  VET  systems  with  the  prospect  of  a  better 
matching with the individuals' needs and the requirements of the labour market. However, the 
studies  underline  that  ECVET  cannot  be  introduced  and  used  unless  it  is  culturally  and 
technically adapted to the national, regional or sectoral contexts. They confirm that ECVET 

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9600/04 EDUC 118 SOC 253, 28 May 2004 
OJ L 394, 30.12.2006, p.5 
OJ […] 
OJ L 255/22, 30.09.2005, p.1 
ECVET 
Reflector 
(http://www.ecvetconnexion.com/) 

(http://www.ecvet.net/c.php/ecvet/index.rsys); 

ECVET 

Connexion 

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can  be  applied  without  calling  into  question  the  existing  initial  education  and  vocational 
training system and the fundamental principles of certification and qualifications. 

Lastly, the Commission has drawn useful conclusions from the results of projects previously 
funded under the Leonardo da Vinci programme that demonstrated that an approach based on 
units of learning outcomes is the appropriate answer to the issue of transfer and accumulation 
of learning outcomes of individuals who move from one learning context to another. 

Consultation of interested parties (2006-2007) 

From  November  2006  to  March  2007,  the  European  Commission  launched  a  Europe-wide 
consultation  process  on  an  ECVET  blueprint  based  on  the  Commission  Staff  Working 
Document  "European  Credit  system  for  Vocational  Education  and  Training  (ECVET)  –  A 
system  for  the  transfer,  accumulation  and  recognition  of  learning  outcomes  in  Europe"  - 
SEC(2006) 1431. That document was based on the work of an expert group launched in 2003 
and made up of representatives of all the main areas of education and training (general, adult, 
vocational,  higher  education  and  training)  as  well  as  representatives  of  public  authorities, 
sectors, social partners and Cedefop. 

As part of this consultation process, the ECVET blueprint was presented to and debated in a 
range of meetings organised by national authorities, social partners, sectoral bodies and others 
during the consultation period. An open consultation was conducted over the internet during 
the same period. The results10 of the consultation process were discussed at a conference held 
in Munich in June 2007. 

The  consultation  process  confirmed  the  broad  support  for  ECVET.  The  majority  of 
respondents  agreed  that  there  is  a  need  for  a  common  European  Credit  system  for  VET. 
However,  support  was  made  conditional  on  a  series  of  requirements  and  recommendations, 
which have been taken into account by this proposal.  

Collection and use of expertise 

Scientific/expertise domains concerned 

Following the consultation process, an expert group was set up in 2007 to agree a new set of 
technical specifications as well as a set of key definitions underpinning this Recommendation. 
Cedefop  and  the  European  Training  Foundation  also  contributed  actively  to  the  work, 
collaborating closely with the Commission, the external experts and the expert groups. 

Summary of advice received and used 

See above 

Means used to make the expert advice publicly available 

Lastly,  the  technical  specifications  agreed  by  the  expert  group  were  part  of  a  document 
submitted  to  the  Advisory  Committee  for  Vocational  Training,  which  delivered  a  positive 
opinion on the main elements of the proposal at its meeting of 13 December 2007. 

Impact assessment 

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http://ec.europa.eu/education/ecvt/results_en.html 

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The impact assessment underlines the added value ECVET would bring in facilitating lifelong 
learning  and  reducing  barriers  to  mobility  across  Europe.  It  sets  out  the  various  options 
Commission has considered in seeking to find solutions to these issues and for ensuring take 
up of ECVET. 

Failure  by  the  European  Union  to  take  any  action  would  allow  the  current  unsatisfactory 
situation  to  continue,  which  would  be  unacceptable  to  many  stakeholders,  given  the 
abovementioned obstacles to the transfer and recognition of learning outcomes; moreover, it 
would not fulfil the clear mandate given to the Commission. 

A  Communication  from  the  Commission  would  not  involve  the  Member  States  or  the 
European Parliament in its adoption and therefore would not generate the necessary political 
commitment for the creation and the effective implementation of an operational ECVET. 

Nor would a Commission Recommendation under Article 150 of the Treaty have a stronger 
impact  than  the  previous  option,  as  it  would  not  involve  Member  States  or  the  European 
Parliament  in  the  formal  adoption,  and  so  would  still  not  generate  the  degree  of  political 
commitment required to implement ECVET effectively.  

A Decision of the European Parliament and of the Council under Articles 149 and 150 of the 
Treaty  would  adopt  principles  and  obligations  for  those  Member  States  which  relate  their 
national systems to ECVET. However, the overwhelming consensus of stakeholders (Member 
States, social partners, sectors and others) is that ECVET should be voluntary. 

A Recommendation of the European Parliament and the Council, under Articles 149 and 150 
of  the  Treaty  would  commit  the  Member  States  on  a  voluntary  basis  to  using  ECVET  as  a 
device  to  facilitate  transparency,  comparability,  transfer  and  accumulation  of  learning 
outcomes between different learning contexts and different countries, with a view to setting 
up a lifelong learning area without borders. The Commission identifies this option as the most 
appropriate.  It  corresponds  most  closely  to  the  expectations  of  both  Member  States  and 
stakeholders,  and  it  would  provide  the  best  basis  for  the  successful  implementation  of  an 
operational ECVET and for achieving the real added value that the European dimension can 
bring. 

The Commission impact assessment report is accessible on the Commission’s website. 

3. 

Legal elements of the proposal 

Summary of the proposed action 

The  proposed  Recommendation  would  commit  the  Member  States  to  using  ECVET  on  a 
voluntary  basis.  It  establishes  ECVET  as  a  methodological  framework  that  can  be  used  to 
describe qualifications in terms of units of learning outcomes with associated points, with a 
view to transferring and accumulating learning outcomes. ECVET is based on the designing 
of  coherent  and  meaningful  units  of  learning  outcomes  and  not  on  fragmentation  of 
qualifications. ECVET does not aim for or require harmonisation of qualifications and VET 
systems;  it  aims  instead  for  better  comparability  and  compatibility.  The  proposed 
Recommendation includes two annexes presenting a glossary and the key features of ECVET. 

It  is  recommended  that  Member  States  should  implement  ECVET  by  2012.  Member  States 
are also recommended to develop partnerships and networks at European, national, regional, 
local  and  sectoral  level,  as  appropriate,  and  to  promote  and  apply  the  principles  for  quality 

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assurance  in  VET  when  implementing  ECVET.  Members  States  should  provide  access  to 
information  on  ECVET  and  guidance  to  stakeholders  and  individuals,  and  ensure  that  all 
relevant qualifications and related "Europass" documents issued by the competent authorities 
contain  clear  information  related  to  the  use  of  ECVET.  Lastly,  Member  States  are 
recommended to ensure that functioning coordination, monitoring and review mechanisms are 
in place, which take existing instruments into account in order to guarantee the consistency of 
initiatives  within  and  across  countries.  The  national  reviews  will  contribute  to  a  European 
review to be organised by the Commission. 

The  proposal  invites  the  Commission  to  support  Member  States  in  carrying  out  the  above 
tasks, to develop an ECVET users' guide and tools, to establish a pilot ECVET users' group 
and  to  developing  a  European  ECVET  network  in  order  to  ensure  the  quality  and  overall 
coherence  of  the  cooperation  process  for  the  implementation  of  ECVET.  Moreover,  the 
Commission  will  monitor  the  action  in  response  to  the  Recommendation  with  a  view  to  a 
possible review four years after its adoption. 

Legal basis 

Articles 149 and 150 of the Treaty 

Subsidiarity principle 

Community action better achieves the objectives of the proposal for the following reasons: 

•  The  proposal  provides  a  common  device,  a  common  terminology,  common 
references  and  shared  approaches  and  conventions  for  cooperation  between 
involved  stakeholders.  These  functions  cannot  be  provided  by  action  at  the 
national level. 

•  The  challenges  related  to  mutual  trust,  transparency,  validation  and  transfer  of 
learning outcomes in VET on the European scale are shared by all Member States 
and cannot be solved exclusively at national or sectoral levels. 

•  If  stakeholders  involved  in  VET  from  all  27  Member  States  were  to  negotiate 
bilateral  agreements  on  the  subject  covered  by  the  proposed  Recommendation 
with  all  other  stakeholders  individually  and  in  an  uncoordinated  way,  using 
specific  and  particular  concepts,  principles  and  rules,  this  would  result  in  an 
extremely complex and non-transparent overall structure at the European level. 

Proportionality principle 

This Recommendation conforms to the principle of proportionality because it does not replace 
or define national qualifications systems and/or qualifications, it does not harmonise VET and 
qualifications systems and it leaves the implementation of the recommendation to the Member 
States. Existing reporting systems will be used, thereby minimising the administrative burden. 

Choice of instruments 

Recommendation of the European Parliament and of the Council 

4. 

Budgetary implication 

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No implications for the Community budget. 

5. 

Additional information 

Review/revision/sunset clause 

The proposal includes a review clause. 

European Economic Area 

The  proposed  act  concerns  an  EEA  matter  and  should  therefore  extend  to  the  European 
Economic Area. 

Detailed explanation of the proposal 

The  objective  of  ECVET  is  to  support  and  promote  transnational  mobility  and  access  to 
lifelong  learning  in  VET.  While  EQF  provides  a  common  reference  framework  which  is 
meant  to  serve  as  a  translation  device  between  different  qualifications  systems  and  their 
levels,  ECVET  provides  a  common  methodological  framework  which  is  meant  to  facilitate 
transfer of credit for learning outcomes from one qualifications system to another, or from one 
learning  pathway  to  another  (see  examples  in  the  annex  to  the  explanatory  memorandum, 
chart  1).  It  contributes  to  the  permeability  of  learning  systems,  compatibility  between 
autonomous education and VET systems and, in so doing, supports the possibility for learners 
to build individual learning pathways leading to qualifications. Its implementation is based on 
the principle of voluntary participation by the Member States and stakeholders. 

The  ECVET  methodological  framework includes principles and  key  technical specifications 
to enable qualifications to be described in terms of units of learning outcomes and associated 
ECVET points (see chart 2 in annex), for the purpose of credit transfer and accumulation and 
to support partnerships. The ECVET principles and technical specifications are designed for 
use in a flexible but structured way. They will be further detailed in the ECVET users’ guide. 

As a unit-based credit system, ECVET will contribute to developing and extending European 
cooperation in education and training. Based as it is on learning outcomes, the proposed unit-
based  credit  system  is  compatible  with  all  qualifications  systems,  learning  contexts  and 
learning  approaches.  A  unit-based  approach  supports  flexible  individual  learning  pathways, 
where learners can accumulate the required units of learning outcomes over time, in different 
countries, and in different learning modes to achieve a qualification. Its flexibility facilitates 
the process of organizing mobility experiences for VET learners, while its principles preserve 
the  overall  coherence  and  integrity  of  each  qualification  and  avoid  the  excessive 
fragmentation of learning outcomes that have to be validated and recognised. Finally, a unit-
based  credit  system  creates  the  possibility  of  developing  common  references  for  VET 
qualifications by providing a common structure and conventions. 

ECVET  partnerships  and  networks  involving  competent  institutions,  authorities,  social 
partners,  sectors  and  providers  are  essential  for  the  testing,  development  and  broad 
implementation of ECVET. They provide a way for the wide variety of VET institutions to 
work  together.  They  create  an  environment  in  which  mutual  trust  can  be  developed  and 
provide  a  framework  for  ECVET  credit  transfer.  These  partnerships  should  be  formalised 
through  ECVET  Memoranda  of  Understanding.  Learning  Agreements  offer  simple, 
convenient  and  systematic  guidelines  for  practical  implementation  of  credit  transfer 
arrangements and procedures for an individual learner. 

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ECVET points are attached to qualifications and units of learning outcomes as a necessary and 
complementary source of information. These are developed on the basis of common European 
conventions  and,  by  enhancing  the  legibility  of  achieved  learning  outcomes  they  facilitate 
transfer and accumulation of learning outcomes achieved by a learner. 

Furthermore,  by  assigning  ECVET  points  to  both  a  qualification  and  its  component  units, 
learning outcomes become more "tangible". In this way, ECVET points provide information 
in terms of the overall weight of the learning outcomes required to achieve a qualification and 
allow  the  relative  weight  of  each  of  its  component  units  to  be  identified.  They  reflect  the 
achievement of units of learning outcomes and the accumulation of units. It is to be noted that 
ECVET  points  have  a  meaning  only  in  relation  to  learning  outcomes  within  the  particular 
qualification, unless the national, regional or sectoral rules allow for ECVET points to be used 
in another way. As a convention, 60 points will be assigned to the learning outcomes expected 
to be achieved in a year of formal, full-time VET. 

In  ECVET,  any  credit  obtained  by  a  learner  is  an  expression  of  the  validity  of  his/her 
achieved  learning  outcomes  for  the  purpose  of  transfer  and  accumulation  towards  a 
qualification.  These  learning  outcomes  are  assessed  and  validated  so  that  credit  (units  of 
learning outcomes) can be transferred from one VET qualifications system to another or from 
one learning context to another. ECVET can be used regardless of whether these qualifications 
systems  have  their  own  credit  system(s).  ECVET  can  be  implemented  within  any  VET 
qualification at any EQF reference level. It is applicable to learning outcomes achieved in any 
context (examples in annex, chart 3). The end users of ECVET are learners. ECVET will be 
effective  only  after  it  has  been  made  operational  by  the  relevant  competent  institutions  at 
national,  regional,  local  or  sectoral  level.  These  institutions  should  define  and  decide  the 
scope  of  implementation  and  formalise  decisions  at  the  appropriate  level.  They  also  have  a 
role in ensuring that the implementation and use of ECVET follow quality assurance criteria. 

In order to create conditions for effective recognition and credit transfer processes, and thus 
promote  mutual  trust  among  the  different  actors,  ECVET  requires  commitment  to  quality 
assurance criteria and procedures by all actors involved and at all the levels of the system. 

Implementation of ECVET should be a continuous process which requires the effective and 
sustainable  commitment  of  competent  institutions,  authorities,  social  partners,  sectors  and 
providers,  and  will  require  a  high  degree  of  synergy  between  initiatives  at  the  European, 
national and sectoral levels. 

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Annex to the explanatory memorandum 

Chart 1: EQF and ECVET for transparency and portability of learning outcomes 
(example). 

ECVET

FR NQF/NQS

HU NQF/NQS

EQF
REFERENCE
LEVELS

DK NQF/NQS

EI NQF/NQS

     ECVET

National Qualifications Frameworks (NQF) or National Qualification Systems (NQS)

Qualification described in units of learning outcomes

In  the  above  example,  the  individual  obtained  his/her  qualification  in  FR  by 
accumulating learning outcomes transferred from HU, EI. 

Chart 2: units of learning outcomes and ECVET points (example) 

Qualification (x ECVET points)

The qualification is made of the whole set of units.

Unit 1:
a points

Unit 2: 
b points

Unit 3:
c points

Unit 4:
d points

Unit 5:
e points

Unit 6:
f points

ECVET points are assigned to the qualification and
to each unit.

The ECVET points' value of the qualification (x) is
the sum of the ECVET points assigned to each unit
(a+b+c+d+e+f)

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Chart 3: Application of ECVET for transfer and accumulation of learning outcomes  

Example  n°1:  transfer  organised  by  two  partners  (VET  providers)  in  a  formal  learning 
context  for  individuals  who  are  involved  in  a  mobility  programme,  such  as  Leonardo  da 
Vinci. 

Host provider

Sending provider

1 - Learning agreement

2 - The individual achieved knowledge,
skills and competence

3 - The individual's learning outcomes are
assessed 

4 - Credit is awarded to the individual (units 
the
with associated ECVET points)
learning outcomes

for

5 - Transfer of learning 
outcomes

Learner's Credit is registered 
in an individual transcript of 
record

7 - Learning outcomes are
recognised and accumulated
as a part of
the intended
qualification and corresponding
ECVET points are included

-

Credit

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associated ECVET
points) is validated

(units with
obtained

Example n°2: transferring and valuing learning outcomes achieved in a professional and life 
experience (non-formal and informal learning context), by an individual who has professional 
experience and wishes to attain a qualification.  

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Context A: professional and life experience 
(non-formal and informal learning context)

Context B: towards the qualification 

5 - Learning outcomes are recognised 
and accumulated as a part of the intended
qualification and corresponding ECVET 
points are included. 

4 - Credit obtained (units with associated
ECVET points)
the
competent
this
task.

is validated by
institution empowered for

3 - Credit
is awarded to the individual
(units with associated ECVET points) for 
the achieved and successfully assessed
learning outcomes.

1 - The individual achieves knowledge, skills
and competence.

2 - The individual's learning outcomes are
assessed.

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12 

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Proposal for a 

2008/0070 (COD) 

RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE 
COUNCIL  

on the establishment of the European Credit system for Vocational Education and 
Training (ECVET) 

(Text with EEA relevance) 

THE EUROPEAN PARLIAMENT AND THE COUNCIL OF THE EUROPEAN UNION, 

Having regard to the Treaty establishing the European Community, and in particular Articles 
149(4) and 150(4) thereof, 

Having regard to the proposal from the Commission11, 

Having regard to the opinion of the European Economic and Social Committee12, 

Having regard to the opinion of the Committee of the Regions13, 

Acting in accordance with the procedure laid down in Article 251 of the Treaty14, 

Whereas: 

(1) 

(2) 

The  development  and  recognition  of  citizens’  knowledge,  skills  and  competence  are 
crucial for individual development, competitiveness, employment and social cohesion 
in  the  Community.  In  this  respect,  they  should  facilitate  trans-national  mobility  for 
workers and learners and contribute towards meeting the requirements of supply and 
demand  in  the  European  labour  market.  Participation  in  borderless  lifelong  learning 
for  all,  transfer,  recognition  and  accumulation  of  individuals'  learning  outcomes 
achieved  in  formal,  non-formal  and  informal  contexts  should  therefore  be  promoted 
and improved at the national and Community levels. 

The  Lisbon  European  Council  in  2000  concluded  that  increased  transparency  of 
qualifications  should  be  one  of  the  main  components  that  are  necessary  to  adapt 
education  and  training  systems  in  the  Community  to  the  demands  of  the  knowledge 
society.  Furthermore,  the  Barcelona  European  Council  in  2002  emphasized  the 
importance  of  improving  transparency  and  recognition  methods  in  the  area  of 
vocational education and training. 

11 
12 
13 
14 

OJ C , , p. . 
OJ C , , p. . 
OJ C , , p. . 
OJ C 145, 30.06.2007, p. 5-9 

EN 

13 

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(3) 

(4) 

(5) 

(6) 

(7) 

Council  Resolution  of  19  December  2002  on  the  promotion  of  enhanced  European 
cooperation  in  vocational  education  and  training15  ("the  Copenhagen  process"),  and 
the  Joint  Report  of  the  Council  and  the  Commission  on  the  implementation  of  the 
Education  and  Training  2010  work  programme  adopted  in  200416,  stress  the 
importance of a credit transfer system for vocational education and training. 

The  Conclusions  of  the  Council  and  the  Representatives  of  the  Governments  of  the 
Member  States  meeting  within  the  Council  of  15  November  200417  on  the  future 
priorities of enhanced European Cooperation in vocational education and training gave 
priority to the development and implementation of a European credit transfer system 
for vocational education and training (ECVET) in order to allow learners to build upon 
the  achievements  resulting  from  their  learning  pathways  when  moving  between 
vocational training systems. 

The  purpose  of  this  Recommendation  is  to  create  the  European  Credit  system  for 
Vocational  Education  and  Training  (hereinafter  "ECVET")  intended  to  facilitate 
transfer,  recognition  and  accumulation  of  learning  outcomes  of  individuals  who  are 
aiming to achieve a qualification. This will improve the transparency and portability of 
citizens' learning outcomes across and within Member States in a borderless lifelong 
learning area. 

ECVET  should  be  based  on  the  principles  and  technical  specifications  set  out  in 
Annex  2  to  this  Recommendation.  Furthermore,  it  should  be  underpinned  by  the 
common  principles  for  quality  assurance  provided  for  in  the  Council  conclusions  on 
Quality  Assurance  in  Vocational  Education  and  Training  of  May  200418  and  the 
Recommendation  on  the  establishment  of  a  European  Quality  Assurance  Reference 
Framework for Vocational Education and Training19.  

ECVET  is  applicable  for  all  learning  outcomes  which  should  in  principle  be 
achievable through a variety of education and learning paths, and then be transferred 
and recognised. This Recommendation therefore contributes to the wider objectives of 
promoting  lifelong  learning  and  increasing  the  employability,  mobility  and  social 
inclusion of workers and learners, to the modernisation of the education and training 
systems,  to  the  development  of  flexible  and  individualised  VET  pathways,  to  the 
linkage  between  education,  training,  employment  and  individuals’  needs,  to  the 
building  of  bridges  between  formal,  non-formal  and  informal  learning,  and  to  the 
recognition of learning outcomes acquired through life and occupational experience. 

(8) 

Transparent quality assurance principles, exchange of information and development of 
partnerships  between  institutions  competent  for  qualifications,  VET  providers  and 
other  relevant  stakeholders  should  help  to  build  mutual  trust  and  should  support  the 
implementation of this Recommendation. 

(9) 

This  Recommendation  should  facilitate  the  compatibility  and  comparability  between 
credit  systems  used  in  VET  and  the  European  Credit  Transfer  and  Accumulation 

15 
16 
17 
18 
19 

OJ C 13, 18.1.2003, p. 2. 
Doc. 6905/04 EDUC 43 of March 2004 
Doc. 13832/04 EDUC 204 SOC 499 of November 2004 
Doc. 9599/04 EDUC 117 SOC 252 of May 2004 
OJ … , , p. . 

EN 

14 

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System  (ECTS),  which  is  used  in  the  higher  education  sector,  and  thus  should 
contribute  to  greater  permeability  between  levels  of  education  and  training,  in 
accordance with national legislation and practice. 

(10)  The validation of non-formal and informal learning outcomes should be promoted in 
accordance  with  the  Council  conclusions  on  common  European  principles  for  the 
identification and validation of non-formal and informal learning of 28 May 200420. 

(11)  This  Recommendation  complements  the  Recommendation  […]  of  the  European 
Parliament  and  of  the  Council  of  […]  on  the  establishment  of  the  European 
learning  (hereinafter  "EQF")21  which 
Qualifications  Framework  for 
recommends  to  the  Member  States  to  promote  close  links  between  the  EQF  and 
existing  or  future  European  systems  for  credit  transfer  and  accumulation  in  higher 
education and vocational education and training. While the main objective of the EQF 
is 
transparency,  comparability  and  portability  of  acquired 
qualifications,  ECVET  will  facilitate  the  transfer,  recognition  and  accumulation  of 
learning outcomes of individuals on their way to achieving a qualification. 

increase 

lifelong 

the 

to 

(12)  This Recommendation takes into account 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)22  and 
Recommendation 2006/961/EC of the European Parliament and of the Council of 18 
December  2006  on  trans-national  mobility  within  the  Community  for  education  and 
training purposes: European Quality Charter for Mobility23. 

(13)  This  Recommendation  should  be  without  prejudice  to  Directive  2005/36/EC  of  the 
European  Parliament  and  of  the  Council  of  7  September  2005  on  the  recognition  of 
professional qualifications24, which confers rights and obligations on both the relevant 
national  authority  and  the  migrant.  Using  ECVET  should  not  affect  access  to  the 
labour market, where professional qualifications have been recognised in accordance 
with Directive 2005/36/EC. 

(14)  Since  the  objective  of  this  Recommendation,  namely  to  facilitate  cooperation  and 
increase  communication  and  transparency  in  order  to  promote  mobility  and  lifelong 
learning, cannot be sufficiently achieved by the Member States and can therefore, by 
reason  of  its  scale,  be  better  at  Community  level,  this  Recommendation,  is  in 
accordance with the principle of subsidiarity referred to in Article 5 of the Treaty. In 
accordance with the principle of proportionality referred to in that Article, the present 
Recommendation  does  not  go  beyond  what  is  necessary  in  order  to  achieve  those 
objectives,  since  it  does  not  replace  or  define  national  qualifications  systems  and/or 
qualifications  and/or  national  credit  systems,  it  does  not  describe  specific  learning 
outcomes  or  an  individual’s  competences  and  it  does  not  aim  for  or  require 
atomisation or harmonisation of qualifications systems  

20 
21 
22 
23 
24 

Doc. 9600/04 EDUC 118 SOC 253 
OJ … , , p. . 
OJ L 390, 31.12.2004, p. 6 
OJ L 394, 30.12.2006, p. 5. 
OJ  L  255,  30.9.2005,  p.  22.  Directive  as  amended  by  Council  Directive  2006/100/EC  (OJ  L363, 
20.12.2006, p.141). 

EN 

15 

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HEREBY RECOMMEND THAT MEMBER STATES: 

1. 

2. 

3. 

4. 

5. 

6. 

promote  the  European  Credit  system  for  Vocational  Education  and  Training 
(hereinafter  "ECVET")  as  set  out  in  Annex  1  and  2  in  order  to  facilitate  trans-
national  mobility  in  vocational  education  and  training  and  borderless  lifelong 
learning; 

use ECVET from 2012, in particular by adopting measures for its gradual application 
to  vocational  education  and  training  qualifications,  in  accordance  with  national 
legislation and practice, for the purpose of transfer, recognition and accumulation of 
individuals' learning outcomes achieved in formal, non-formal and informal contexts; 

support  the  development  of  national  and  European  partnerships  and  networks 
involving  competent  institutions  and  authorities,  social  partners,  sectors  and  VET 
providers,  dedicated  to  the  experimentation,  implementation  and  promotion  of 
ECVET; 

ensure  that  stakeholders  and  individuals  in  the  area  of  vocational  education  and 
training  have  access  to  information  and  guidance  for  using  ECVET.  Furthermore, 
ensure that the application of ECVET to qualifications is properly publicised by the 
competent  authorities  and  that  associated  "Europass"  documents  issued  by  the 
competent authorities contain explicit relevant information; 

apply the principles for quality assurance when using ECVET, particularly in relation 
to the assessment, validation and recognition of learning outcomes; 

ensure  that  there  are  functioning  coordination  and  monitoring  mechanisms  at  the 
appropriate  levels,  in  accordance  with  legislation,  structures  and  requirements  of 
each  Member  State,  in  order  to  guarantee  quality,  transparency  and  consistency  of 
the initiatives taken to implement ECVET. 

ENDORSE THE COMMISSION'S INTENTION TO: 

1. 

2. 

3. 

support  Member  States  in  carrying  out  the  tasks  referred  to  in  point  1  to  6  and  in 
using the principles and technical specifications of ECVET as set out in the Annexe 
2, in  particular by  facilitating testing, cooperation,  mutual  learning,  promotion,  and 
the launching of information and consultation exercises, through a European ECVET 
network; 

develop a users' guide and tools in collaboration with national and European experts 
and  users,  develop  expertise  for  reinforcing  the  compatibility  between  ECVET  and 
the  European  Credit  Transfer  and  Accumulation  System  used  in  the  Higher 
Education sector, and provide regular information on the developments of ECVET; 

involving  relevant  vocational  education  and 

establish, within one year of the date on which this recommendation is adopted, an 
ECVET  users'  group 
training 
stakeholders  and  national  competent  institutions  and  participating  in  the  European 
ECVET network, in order to contribute to the updating of the users' guide and to the 
quality  and  overall  coherence  of  the  cooperation  process  for  the  implementation  of 
ECVET; 

EN 

16 

   EN 

4. 

monitor  and  follow  up  the  action  taken,  in  particular  by  updating  the  guidance 
material  and,  after  the  assessment  and  evaluation  of  this  action  carried  out  in 
cooperation  with  the  Member  States,  report,  four  years  after  the  adoption  of  this 
Recommendation,  to  the  European  Parliament  and  the  Council  on  the  experience 
gained and implications for the future, including, if necessary, a possible review and 
adaptation of this Recommendation. 

Done at Brussels,  

For the European Parliament 
The President 

For the Council 
The President 

EN 

17 

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For the purposes of the Recommendation, the definitions which apply are the following: 

ANNEX 1 

a) 

b) 

c) 

d) 

e) 

f) 

g) 

h) 

i) 

"Qualification": a formal outcome of an assessment and validation process which is 
obtained  when  a  competent  institution  determines  that  an  individual  has  achieved 
learning outcomes to given standards; 

"Learning outcomes": statements of what a learner knows, understands and is able to 
do on completion of a learning process and which are defined in terms of knowledge, 
skills and competence; 

"Unit  of  learning  outcomes"  (unit):  a  component  of  a  qualification,  consisting  of  a 
coherent set of knowledge, skills and competence, that can be assessed and validated; 

"Credit for  learning outcomes" (Credit): individuals'  learning  outcomes  which  have 
been assessed and which can be accumulated towards a qualification or transferred to 
other learning programmes or qualifications; 

"Competent institution": institution which is responsible for designing and awarding 
qualification  or  recognising  units  or  other  functions  linked  to  ECVET,  such  as 
allocation  of  ECVET  points  to  qualifications  and  units,  assessment,  validation  and 
recognition  of  learning  outcomes,  under  the  rules  and  practices  of  participating 
countries; 

"Assessment  of  learning  outcomes":  methods  and  processes  used  to  establish  the 
extent  to  which  a  learner  has  in  fact  attained  particular  knowledge,  skills  and 
competence; 

"Validation  of  learning  outcomes":  the  process  of  confirming  that  certain  assessed 
learning outcomes achieved by a learner correspond to specific outcomes which may 
be required for a unit or a qualification; 

"Recognition  of  learning  outcomes":  the  process  of  attesting  officially  achieved 
learning outcomes through the awarding of units or qualifications; 

"ECVET  points":  a  numerical  representation  of  the  overall  weight  of  learning 
outcomes  in  a  qualification  and  of  the  relative  weight  of  units  in  relation  to  the 
qualification. 

EN 

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ANNEX 2 

ECVET –Principles and Technical Specifications 

The  European  Credit  system  for  Vocational  Education  and  Training  is  intended  to  facilitate 
the  recognition  of  learning  outcomes,  in  the  framework  of  mobility,  for  the  purpose  of 
achieving  a  qualification.  Its  application  for  a  given  qualification  is  based  on  the  following 
principles and technical specifications.  

1. 

Units of learning outcomes 

A  unit  is  a  component  of  a  qualification,  consisting  of  a  part  of  the  knowledge,  skills  and 
competence required for a given qualification. A qualification comprises in principle several 
units and is made up of the whole set of units. Thus, a learner can achieve a qualification by 
accumulating the required units, achieved in different countries and different contexts (formal, 
non-formal and informal).  

The units that make up a qualification should be: 

•  described in legible and understandable terms by referring to the knowledge, skills 

and competences contained in them;  

•  constructed  and  organised  in  a  coherent  way  with  regard  to  the  overall 

qualification; 

•  constructed  in  a  way  that  enables  discrete  assessment  and  validation  of  learning 

outcomes contained in the unit. 

A  unit  may  be  specific  to  a  single  qualification  or  common  to  several  qualifications.  The 
expected  learning  outcomes  defining  a  unit  may  be  achieved  irrespective  of  where  or  how 
these have been achieved. Thus, in principle a unit is not to be confused with a component of 
a formal learning programme or training provision. 

The  rules  and  procedures  for  defining  characteristics  of  units  of  learning  outcomes  and  for 
combining  and  accumulating  units  for  a  given  qualification  are  defined  by  competent 
institutions according to the national, regional or sectoral rules. 

The specifications for a unit should include: 

•  the generic title of the unit; 

•  the generic title of the qualification to which the unit relates; 

•  the reference of the qualification according to the EQF level and, if appropriate, 
the NQF level, with the ECVET credit points associated with the qualification; 

•  the learning outcomes contained in the unit; 

•  the procedures and criteria for assessment of these learning outcomes; 

•  the ECVET points associated with the unit; 

EN 

19 

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•  the validity in time of the unit, if relevant. 

2. 

Transfer and Accumulation of learning outcomes, ECVET partnerships 

In  ECVET,  units  of  learning  outcomes  achieved  in  one  setting  are  assessed  and  then,  after 
successful assessment, transferred to another setting. In this second context, they are validated 
and recognised by the competent institution as part of the requirements for the qualification 
that  the  person  is  aiming  to  achieve.  Units  of  learning  outcomes  can  then  be  accumulated 
towards this qualification, in accordance with national, sectoral or regional rules. Procedures 
and  guidelines  for  the  assessment,  validation,  accumulation  and  recognition  of  units  of 
learning outcomes are designed by the relevant competent institutions. 

Credit  transfer  based  on  ECVET  and  applied  to  learning  outcomes  achieved  in  formal 
learning  contexts  should  be  facilitated  by  establishing  partnerships  and  networks  involving 
competent  institutions,  each  of  which  is  empowered,  in  their  own  setting,  to  award 
qualifications  or  units  or  to  give  credit  for  achieved  learning  outcomes  for  transfer  and 
validation. 

The establishment of partnerships aims to: 

•  provide a general framework of cooperation and networking between the partners, 
set out in Memoranda of Understanding (MoU) through which a climate of mutual 
trust is established; 

•  facilitate  the  partners  to  design  specific  arrangements  for  credit  transfer  for 

learners. 

The MoU should confirm that the partners: 

•  accept each other’s status as competent institutions;  

•  accept  each  other's  quality  assurance,  assessment,  validation  and  recognition 

criteria and procedures as satisfactory for the purposes of credit transfer;  

•  agree  the  conditions  for  the  operation  of  the  partnership,  such  as  objectives, 

duration and arrangements for review of the MoU; 

•  agree on the comparability of qualifications concerned for the purposes of credit 

transfer, using EQF to establish the reference levels; 

•  identify  other  actors  and  competent  institutions  that  may  be  involved  in  the 

process concerned and their functions. 

For  applying  ECVET  to  learning  outcomes  achieved  in  non-formal  and  informal  learning 
context or outside the framework of a MoU, the competent institution which is empowered to 
award qualifications or units or to give credit should establish procedures and mechanisms for 
the identification, validation and recognition of these learning outcomes through the award of 
the corresponding units and the associated ECVET points. 

3. 

Learning agreement and personal transcript 

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For applying credit transfer involving two partners and a specific mobile learner, a Learning 
Agreement is concluded by the two competent institutions, in the framework of a MoU, and 
the learner. It should: 

•  distinguish between competent "home" and "hosting" institutions25; 

•  specify the particular conditions for a period  of  mobility,  such  as  the  identity  of 
the learner, the duration of the mobility period, learning outcomes expected to be 
achieved and the associated ECVET points. 

The  Learning  Agreement  should  establish  that,  if  the  learner  has  achieved  the  expected 
learning  outcomes  and  these  have  been  positively  assessed  by  the  ‘hosting’  institution,  the 
‘home’  institution  can  validate  and  recognise  them  as  part  of  the  requirements  for  a 
qualification, according to the rules and procedures established by the competent institution. 

Transfer between partners can apply to learning outcomes achieved in formal or non-formal 
contexts. Thus, the transfer of credit for achieved learning outcomes has three stages: 

•  the  "hosting"  institution  assesses  the  learning  outcomes  achieved  and  awards 
credit  to  the  learner.  The  learning  outcomes  achieved  and  the  corresponding 
ECVET points are recorded in a learner's "personal transcript"26; 

•  the  "home"  institution  validates  the  credit  as  a  suitable  record  of  the  learner’s 

achievement; 

•  the  "home"  institution  then  recognises  the  learning  outcomes  that  have  been 
acquired.  This  recognition  gives  rise  to  the  award  of  the  units  and  their 
corresponding ECVET points, according to the rules of the "home" system.  

Validation  and  recognition  by  the  competent  "home"  institution  depend  on  the  successful 
assessment  of  learning  outcomes  by  the  competent  "hosting"  institution,  in  accordance  with 
the agreed procedures and quality assurance criteria.  

4. 

ECVET Points 

ECVET  points  provide  complementary  information  about  qualifications  and  units  in 
numerical form. They have no value independent of the acquired learning outcomes to which 
they refer and they reflect the achievement and accumulation of units. To enable a common 
approach for the use of ECVET points, a convention is used according to which 60 points are 
allocated to the learning outcomes expected to be achieved in a year of formal full time VET. 

In ECVET the allocation of points usually has two phases: ECVET points are allocated first to 
a qualification as a whole and then to its units. For a given qualification, one formal learning 
context is taken as a reference and, on the basis of the convention the total number of points is 
assigned for that qualification. From this total, ECVET points are then allocated to each unit 
according to their relative weight within the qualification. 

25 

26 

The "home" institution is the institution which will validate and recognize learning outcomes achieved 
by  the  learner.  The  "hosting"  institution  is  the  one  that  delivers  training  for  the  learning  outcomes 
concerned and assesses the achieved learning outcomes. 
A  personal  transcript  is  a  document  which  details  learners’  assessed  learning  outcomes,  units  and 
ECVET points awarded. 

EN 

21 

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For  qualifications  which  do  not  have  a  formal  learning  pathway  reference,  ECVET  credit 
points  can  be  allocated  through  estimation  by  comparison  with  another  qualification  which 
has  a  formal  reference  context.  To  establish  the  comparability  of  the  qualifications,  the 
competent institution should refer to the equivalent EQF level or, possibly, NQF level, or to 
the similarity of the competences or of the professional fields or the learning outcomes.  

The relative weight of a unit of learning outcomes, with regard to the qualification, should be 
established according to the following criteria or to a combination thereof: 

•  the  relative  importance  of  the  learning  outcomes  which  constitute  the  unit  for 
labour  market  participation,  for  progression  to  other  qualification  levels  or  for 
social integration; 

•  the complexity, scope and volume of learning outcomes in the unit; 

•  the effort necessary for a learner to acquire the knowledge, skills and competence 

required for the unit. 

The  relative  weight  of  any  given  unit  common  to  several  qualifications,  as  expressed  in 
ECVET points, may vary from one of these qualifications to another. 

Allocations of ECVET points are normally part of the design of qualifications and units. They 
are produced by the competent institution responsible for the design and maintenance of the 
qualification  or  specifically  empowered  for  this  task.  In  countries  where  there  is  already  a 
national  system  of  points,  the  relevant  competent  institutions  establish  arrangements  for  the 
conversion of national credit points to ECVET points. 

The successful achievement of a qualification or of a unit triggers the award of the associated 
ECVET points, independently of the actual time required to achieve them.  

Usually the transfer of a unit entails the transfer of the corresponding ECVET points so that 
they  are  included  when  the  transferred  learning  outcomes  are  recognised.  It  is  up  to  the 
competent institution to reconsider, if necessary, the ECVET points to be taken into account, 
as long as the rules and methodologies which are laid down for this purpose are transparent 
and underpinned by quality assurance principles. 

Any  qualification  acquired  through  non-formal  or  informal  learning  for  which  a  formal 
learning  pathway  reference  can  be  identified,  and  the  corresponding  units,  carry  the  same 
ECVET points as the reference, since the same learning outcomes are being achieved. 

EN 

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