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
1

Title: Qualifica Programme

Country: Portugal

Year of implementation: 2017

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.

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Case Study
2

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.

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Case Study
3

Title: The NETINVET network for recognised learning mobility for VET learners

Country: Transnational

Year of implementation: 2011

NETINVET focuses on promoting learning mobility by enabling transfer and validation of the learning outcomes acquired abroad.

To date, the network covers 13 countries: Belgium, Croatia, Finland, France, Germany, Italy, Lithuania, the Netherlands, Poland, Portugal, Romania, Spain and the UK (Northern Ireland). ECVET principles are at the foundations of NETINVET. NETINVET members are encouraged to use ECVET documents and tools to facilitate the recognition of learning outcomes acquired during a mobility period.

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Case Study
4

Title: Estonian VET Reforms for flexible learning pathways

Country: Estonia

Year of implementation: 2013

Since 2013, the Estonian Vocational Educational Institutions Act has enabled flexible learning pathways through VET programmes. These programmes are linked to the Estonian Qualifications Framework, which have a learning outcome-based approach.

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Case Study
5

Title: The Maltese VET system: a competence-based approach integrated with the European tools

Country: Malta

Year of implementation: 2001

The Maltese VET system has been gradually revamped and revised since 2001 with the introduction of the Maltese Qualification Framework (MQF), the introduction of a learning outcomes approach and a credit-based system aligned with ECVET.

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Case Study
6

Title: Yes, you can! (Du kannst was!)

Country: Austria

Year of implementation: 2011

‘Yes, you can!’ aims to challenge the shortage of skilled workers and to make lifelong learning for low skilled adults more attractive.

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