Motivation

The two credit systems, ECTS (European Credit Transfer and Accumulation System) for higher education and ECVET (European Credit for Vocational Education and Training) for VET, represent different methodological approaches that both aim at facilitating credit transfer and accumulation.

However, to fully support lifelong learning, it is crucial that these systems become connected. In several of the countries participating in this project, qualifications are at boundaries between ECVET and ECTS. For example, the French BTS and the UK Foundation Degree are both designed using the learning outcomes approach and would naturally fit the ECVET logic. However, in order to receive financing of their students’ mobility, institutions awarding these qualifications have to use ECTS.

The project has chosen to test ECVET on qualifications at different EQF levels (4, 5, 6 and 7). These qualifications are situated at the junction of VET and higher education as they are designed according to the learning outcomes approach, favour on-the-job training and respond to a professional standard needed by companies.

Three sectors have been selected: plastics industry, hospitality management and training of trainers.

The choice of the plastic industry sector stems from the fact that some of the partners have already been involved in the Europlastic project –www.europlastic.org – which aimed at developing a European curriculum in this sector, including teaching in English and internships abroad.

As for hospitality management, this industry requires its workers to be mobile and to experience different types of national cuisines and services in order to progress in their careers.

Lastly, training of trainers appeared to the partners to be of particular relevance in the linkage between ECTS and ECVET.

Approach

Be-TWIN intends to develop tools and methodologies to facilitate a common implementation of ECTS and ECVET.

The project will first identify common denominators and a translation tool between the two systems. These will then be tested through three case studies, based on three different sectors, corresponding to four EQF levels (levels 4, 5, 6 and 7):
* Levels 4 and 5 – Plastics Industry
* Levels 5, 6 and 7 – Hospitality management
* Levels 6 and 7 – Training of Trainers

The project will then define a global framework in which both credit systems will be complementary and not opposed. This will enable:
* the enhancement of vertical mobility of learners in VET, to bridge the gap between higher education and VET, by enabling recognition of ECVET and ECTS credit; and
* the combination of the learning pathways approach of ECTS with the learning outcomes approach of ECVET.