ECVET Case Studies

Since the ECVET Recommendation entered into force in 2009, the ECVET principles were used in different contexts across Europe. This includes system level initiatives like country-wide VET reforms as well as regional, sectoral or provider-level projects (EU-funded projects as well as non-EU funded projects).  

The case studies presented on this page were selected from a broad range of examples shared and discussed in the ECVET community during ECVET meetings and events. The case studies show how initiatives and projects have used ECVET principles to enhance activities around mobility of VET learners or to create and reinforce flexible learning pathways within VET. Each case study addresses at least one or more ECVET principles and demonstrates how ECVET principles have added value for learners, VET-providers, employers, or the wider VET system; and have helped to increase the visibility of skills and competences.

Read below to discover how inspiring practices and approaches have used ECVET principles within the context of mobility and lifelong learning. Click on the icon to view the full case study.


Case Study

Title: Qualifica Programme

Country: Portugal

Year of implementation: 2017 onwards

The Qualifica Programme aims to increase adults’ skills and qualifications levels in Portugal. It offers tailored training pathways to low qualified adults, based on a process to recognise their prior learning. The programme is implemented in dedicated Qualifica Centres across Portugal. It uses ECVET principles such as the identification of groups of learning outcomes, separate assessment of groups of learning outcomes, and accumulation and transferability of learning outcomes are used as instruments for enhancing the flexibility of learning pathways and increasing the levels of adults’ qualifications and skills.

Case Study

Title: Flexible vocational learning pathways: the Finnish VET Reform

Country: Finland

Year of implementation: 2018

The IVET reform was introduced in early 2018. Learning outcomes are at the heart of this reform, and how and where learning is acquired is not important. The new approach combines a competence-based system with flexible, individual learning pathways. The reform is a response to the increasing take-up for VET, alongside the need to use public funding more effectively. Furthermore, VET had to respond more swiftly to the changes in working life.