ECVET and ECTS Credit Equivalency in Higher Education -- A Bridge Too Far?

Autor/inn/en	Ryan, Cathal; Bergin, Michael; Titze, Sylvia; Ruf, Wolfgang; Kunz, Stefan; Wells, John S. G.
Titel	ECVET and ECTS Credit Equivalency in Higher Education -- A Bridge Too Far?
Quelle	In: European Journal of Education, 53 (2018) 4, S.600-610 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12297
Schlagwörter	Higher Education; Vocational Education; College Credits; College Transfer Students; Educational Policy; Policy Analysis; Outcomes of Education; Guidelines; Sustainability; Foreign Countries; European Union + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausbildung; Berufsbildung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Politics of education; Bildungspolitik; Politikfeldanalyse; Lernleistung; Schulerfolg; Richtlinien; Nachhaltigkeit; Ausland
Abstract	The implementation within Europe of a credit system for vocational education and training known as ECVET is a European Commission priority. The potential for permeability between the ECVET and European Credit Transfer and accumulation System (ECTS) was foreseen in the Recommendation to establish ECVET in 2009, while the Bruges Communique of 2010 called for the promotion of flexible links between vocational and higher education and increased coherence between ECVET and ECTS. To this end a significant number of EU-funded projects were undertaken to explore compatibility between ECVET and ECTS. This article reviews the findings of these projects and reflects on their success in terms of achieving this policy goal. These bridging projects identified several points of compatibility between the two credit systems and produced valuable tools and frameworks to facilitate such permeability. Achieving credit equivalency between ECVET and ECTS does not appear feasible, rather the evidence points to using a learning outcomes-based equivalency framework. However, this article calls into question the sustainability of these project results with regard to the lack of success in translating these findings into practice and the lack of co-ordinated efforts to implement these findings at a national or pan European level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01