Establishment of a European Credit System for Vocational Education and Training (ECVET) - Main contents
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Contents
official title
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)| Legal instrument | Recommendation |
|---|---|
| Original proposal | COM(2008)180  |
| CELEX number i | 32009H0708(02) |
| Document | 18-06-2009 |
|---|---|
| Publication in Official Journal | 08-07-2009; OJ C 155 p. 11-18 |
| End of validity | 31-12-9999 |
8.7.2009 |
EN |
Official Journal of the European Union |
C 155/11 |
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)
2009/C 155/02
THE EUROPEAN PARLIAMENT AND THE COUNCIL OF THE EUROPEAN UNION,
Having regard to the Treaty establishing the European Community, and in particular Article 149(4) and Article 150(4) thereof,
Having regard to the proposal from the Commission,
Having regard to the opinion of the European Economic and Social Committee (1),
Having regard to the opinion of the Committee of the Regions (2),
Acting in accordance with the procedure laid down in Article 251 of the Treaty (3),
Whereas:
(1) |
The development and recognition of citizens′ knowledge, skills and competence are crucial for their personal and professional development and for competitiveness, employment and social cohesion in the Community. In this respect, they should facilitate transnational 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, and transfer, recognition and accumulation of individuals′ learning outcomes achieved in formal, non-formal and informal contexts, should therefore be promoted and improved at the Community level. |
(2) |
The Lisbon European Council in 2000 concluded that increased transparency of qualifications should be one of the main components necessary to adapt education and training systems in the Community to the demands of the knowledge society. Furthermore, the Barcelona European Council in 2002 emphasised the importance of improving transparency and recognition methods in the area of vocational education and training (‘VET’). |
(3) |
VET schemes, one of the main areas of lifelong learning, are directly linked to general and higher education, and to the employment and social policies of each Member State. Through their cross-sectoral impact, they promote not only the competitiveness of the European economy and fulfilment of the needs of the labour market but also social cohesion, equality and the participation and involvement of citizens. |
(4) |
Council Resolution of 19 December 2002 on the promotion of enhanced European cooperation in vocational education and training (4) (‘the Copenhagen process’), and the 2004 joint interim report of the Council and the Commission on the implementation of the Education and Training 2010 work programme (5), stress the importance of a credit transfer system for vocational education and training, while the 2008 joint progress report of the Council and the Commission (6) stresses the need to step up efforts to improve the quality and attractiveness of VET. |
(5) |
The Conclusions of the Council and the Representatives of the Governments of the Member States meeting within the Council of 15 November 2004 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 VET in order to allow learners to build upon the achievements resulting from their learning pathways when moving between vocational training systems. |
(6) |
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... |
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