REPORT on the proposal for a recommendation of the European Parliament and of the Council on the establishment of a European Credit System for Vocational Education and Training (ECVET)

7.11.2008 - (COM(2008)0180 – C6‑0162/2008 – 2008/0070(COD)) - ***I

Committee on Employment and Social Affairs
Rapporteur: Thomas Mann
Rapporteur for Opinion (*):
Dumitru Oprea, Committee on Culture and Education
(*) Associated committee - Rule 47 of the Rules of Procedure

DRAFT EUROPEAN PARLIAMENT LEGISLATIVE RESOLUTION

on the proposal for a recommendation of the European Parliament and of the Council on the establishment of a European Credit System for Vocational Education and Training (ECVET)

(COM(2008)0180 – C6‑0162/2008 – 2008/0070(COD))

(Codecision procedure: first reading)

The European Parliament,

–   having regard to the Commission proposal to the European Parliament and the Council (COM(2008)0180),

–   having regard to Article 251(2) and Articles 149(4) and 150(4) of the EC Treaty, pursuant to which the Commission submitted the proposal to Parliament (C6‑0162/2008),

–   having regard to Rule 51 of its Rules of Procedure,

–   having regard to the report of the Committee on Employment and Social Affairs and the opinion of the Committee on Culture and Education (A6‑0424/2008),

1.  Approves the Commission proposal as amended;

2.  Calls on the Commission to refer the matter to Parliament again if it intends to amend the proposal substantially or replace it with another text;

3.  Instructs its President to forward its position to the Council and Commission.

Amendment  1 Proposal for a recommendation Recital 1
Text proposed by the Commission	Amendment
(1) The development and recognition of citizens’ knowledge, skills and competence are crucial for individual development, competitiveness, employment and social cohesion in the Community. In this respect, they should facilitate trans-national 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, transfer, recognition and accumulation of individuals' learning outcomes achieved in formal, non-formal and informal contexts should therefore be promoted and improved at the national and Community levels.	(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 trans-national 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, 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.
Justification
To include the notion of professional development.
Amendment  2 Proposal for a recommendation Recital 2 a (new)
Text proposed by the Commission	Amendment
	(2a) Vocational education and training schemes, one of the main means 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 help to meet the needs of the labour market but also social cohesion, equality and the participation and involvement of citizens;
Amendment  3 Proposal for a recommendation Recital 3
Text proposed by the Commission	Amendment
(3) Council Resolution of 19 December 2002 on the promotion of enhanced European cooperation in vocational education and training ("the Copenhagen process"), and the Joint Report of the Council and the Commission on the implementation of the Education and Training 2010 work programme adopted in 2004, stress the importance of a credit transfer system for vocational education and training.	(3) Council Resolution of 19 December 2002 on the promotion of enhanced European cooperation in vocational education and training ("the Copenhagen process"), and the Joint Report of the Council and the Commission on the implementation of the Education and Training 2010 work programme adopted in 2004, stress the importance of a credit transfer system for vocational education and training, while the 2008 joint report of the Council and the Commission (document 5723/08) stresses the need to step up efforts to improve the quality and attractiveness of vocational education and training.
Amendment  4 Proposal for a recommendation Recital 5
Text proposed by the Commission	Amendment
(5) The purpose of this Recommendation is to create the European Credit system for Vocational Education and Training (hereinafter "ECVET") intended to facilitate transfer, recognition and accumulation of learning outcomes of individuals who are aiming to achieve a qualification. This will improve the transparency and portability of citizens' learning outcomes across and within Member States in a borderless lifelong learning area.	(5) The purpose of this Recommendation is to create the European Credit system for Vocational Education and Training (hereinafter "ECVET") intended to facilitate 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, trans-national mobility and portability across and, where appropriate, within Member States in a borderless lifelong learning area and will also improve the mobility and portability of qualifications at national level between various sectors of the economy and within the labour market; furthermore, it will contribute to the development and expansion of European cooperation in education and training.
Amendment  5 Proposal for a recommendation Recital 7
Text proposed by the Commission	Amendment
(7) ECVET is applicable for all learning outcomes which should in principle be achievable through a variety of education and learning paths, and then be transferred and recognised. This Recommendation therefore contributes to the wider objectives of promoting lifelong learning and increasing the employability, mobility and social inclusion of workers and learners, to the modernisation of the education and training systems, to the development of flexible and individualised VET pathways, to the linkage between education, training, employment and individuals’ needs, to the building of bridges between formal, non-formal and informal learning, and to the recognition of learning outcomes acquired through life and occupational experience.	(7) ECVET is applicable for all learning outcomes which should in principle be achievable through a variety of education and learning paths at all levels of the European Qualifications Framework for lifelong learning (hereinafter “EQF”), and then be transferred and recognised. This Recommendation therefore contributes to the wider objectives of promoting lifelong learning and increasing the employability, openness to mobility and social inclusion of workers and learners. It particularly facilitates the development of flexible and individualised pathways and also the recognition of those learning outcomes which are acquired through non-formal and informal learning.
Amendment  6 Proposal for a recommendation Recital 9
Text proposed by the Commission	Amendment
(9) This Recommendation should facilitate the compatibility and comparability between credit systems used in VET and the European Credit Transfer and Accumulation System (ECTS), which is used in the higher education sector, and thus should contribute to greater permeability between levels of education and training, in accordance with national legislation and practice.	(9) This Recommendation should facilitate the compatibility, comparability and complementarity of credit systems used in VET and the European Credit Transfer and Accumulation System (ECTS), which is used in the higher education sector, and thus should contribute to greater permeability between levels of education and training, in accordance with national legislation and practice.
Amendment  7 Proposal for a recommendation Recital 10
Text proposed by the Commission	Amendment
(10) The validation of non-formal and informal learning outcomes should be promoted in accordance with the Council conclusions on common European principles for the identification and validation of non-formal and informal learning of 28 May 2004.	(10) The validation of assessed non-formal and informal learning outcomes should be promoted in accordance with the Council conclusions on common European principles for the identification and validation of non-formal and informal learning of 28 May 2004.
Amendment  8 Proposal for a recommendation Recital 12 a (new)
Text proposed by the Commission	Amendment
	(12a) This Recommendation should facilitate the involvement of the competent local and regional authorities in the exercise of linking national/regional qualifications frameworks to ECVET.
Amendment  9 Proposal for a recommendation Recital 13 a (new)
Text proposed by the Commission	Amendment
	(13a) The introduction and implementation of ECVET is voluntary, pursuant to Articles 149 and 150 of the EC Treaty, and can therefore only be undertaken in accordance with existing national laws and regulations. This recommendation thus complies with the principle of subsidiarity by supporting and complementing the activities of Member States, facilitating cooperation between them, increasing transparency and promoting mobility and lifelong learning.
Amendment  10 Proposal for a recommendation Recommendation 1
Text proposed by the Commission	Amendment
1. promote the European Credit system for Vocational Education and Training (hereinafter "ECVET") as set out in Annex 1 and 2 in order to facilitate trans-national mobility in vocational education and training and borderless lifelong learning;	1. promote the European Credit system for Vocational Education and Training as set out in Annex 1 and 2 at all levels of the EQF in order to facilitate trans-national mobility and recognition of learning outcomes in vocational education and training and borderless lifelong learning;
Amendment  11 Proposal for a recommendation Recommendation 2
Text proposed by the Commission	Amendment
2. use ECVET from 2012, in particular by adopting measures for its gradual application to vocational education and training qualifications, in accordance with national legislation and practice, for the purpose of transfer, recognition and accumulation of individuals' learning outcomes achieved in formal, non-formal and informal contexts;	2. use ECVET, in particular by adopting measures for its testing, starting as soon as possible from 2012 onwards, and its gradual application to vocational education and training qualifications from level 1 to level 8 of the EQF, in accordance with national legislation and practice, for the purpose of transfer, recognition and accumulation of individuals' learning outcomes achieved in formal and, where appropriate, non-formal and informal contexts;
Amendment  12 Proposal for a recommendation Recommendation 3
Text proposed by the Commission	Amendment
3. support the development of national and European partnerships and networks involving competent institutions and authorities, social partners, sectors and VET providers, dedicated to the experimentation, implementation and promotion of ECVET;	3. support the development of national and European partnerships and networks involving bodies responsible for qualifications and diplomas, VET providers, social partners and other relevant actors, dedicated to the experimentation, implementation and promotion of ECVET;
Amendment  13 Proposal for a recommendation Recommendation 4
Text proposed by the Commission	Amendment
4. ensure that stakeholders and individuals in the area of vocational education and training have access to information and guidance for using ECVET. Furthermore, ensure that the application of ECVET to qualifications is properly publicised by the competent authorities and that associated "Europass" documents issued by the competent authorities contain explicit relevant information;	4. ensure that stakeholders, including individuals, in the area of vocational education and training have access to information and guidance for using ECVET. Furthermore, ensure that the application of ECVET to qualifications is properly publicized by the competent authorities and that associated “Europass” documents issued by the competent authorities contain explicit relevant information;
Amendment  14 Proposal for a recommendation Intention 2
Text proposed by the Commission	Amendment
2. develop a users' guide and tools in collaboration with national and European experts and users, develop expertise for reinforcing the compatibility between ECVET and the European Credit Transfer and Accumulation System used in the Higher Education sector, and provide regular information on the developments of ECVET;	2. develop a users' guide, tools and expertise for reinforcing the compatibility and complementarity of ECVET and the European Credit Transfer and Accumulation System used in the Higher Education sector, in collaboration with VET and higher education experts and users at European and national levels and provide regular information on the developments of ECVET;
Amendment  15 Proposal for a recommendation Intention 4
Text proposed by the Commission	Amendment
4. monitor and follow up the action taken, in particular by updating the guidance material and, after the assessment and evaluation of this action carried out in cooperation with the Member States, report, four years after the adoption of this Recommendation, to the European Parliament and the Council on the experience gained and implications for the future, including, if necessary, a possible review and adaptation of this Recommendation.	4. monitor and follow up the action taken, guaranteeing access to the guidance material for all interested citizens, and, after the assessment and evaluation of this action carried out and the tests conducted in cooperation with the Member States, report, five years after the adoption of this Recommendation, to the European Parliament and the Council on the experience gained and implications for the future, including, if necessary, a review and adaptation of a final Recommendation, involving the updating of the technical annexes and guidance material.
Amendment  16 Proposal for a recommendation Annex 2 - point 1 - paragraph 1
Text proposed by the Commission	Amendment
1. A unit is a component of a qualification, consisting of a part of the knowledge, skills and competence required for a given qualification. A qualification comprises in principle several units and is made up of the whole set of units. Thus, a learner can achieve a qualification by accumulating the required units, achieved in different countries and different contexts (formal, non-formal and informal).	1. A unit is a component of a qualification, consisting of a part of the knowledge, skills and competence required for a given qualification. Each unit has a number of associated ECVET credit points. A qualification comprises in principle several units and is made up of the whole set of units. Thus, a learner can achieve a qualification by accumulating the required units, achieved in different countries and different contexts (formal, non-formal and informal).
Amendment  17 Proposal for a recommendation Annex 2 - point 3 - paragraph 2
Text proposed by the Commission	Amendment
The Learning Agreement should establish that, if the learner has achieved the expected learning outcomes and these have been positively assessed by the ‘hosting’ institution, the ‘home’ institution can validate and recognise them as part of the requirements for a qualification, according to the rules and procedures established by the competent institution.	The Learning Agreement should establish that, if the learner has achieved the expected learning outcomes and these have been positively assessed by the ‘hosting’ institution, the ‘home’ institution should validate and recognise them as part of the requirements for a qualification, according to the rules and procedures established by the competent institution.

EXPLANATORY STATEMENT

Globalisation presents a challenge to the competitiveness of the EU’s economic and social area. Established abilities and competences are under the microscope and must be constantly renewed. If the EU is to be able to compete worldwide in terms of education policy, the number of early school leavers should be reduced, participation in lifelong learning increased and permeability between universities and vocational training improved. Experience of living and working abroad during vocational training would help guarantee employability. Europe’s economy has a growing need for professionals with foreign language competence and professional experience abroad who are able to work together with colleagues and customers abroad. Yet in spite of the considerable interest in cross‑border mobility as one element of education and training, there are considerable hurdles to overcome: learning outcomes achieved abroad cannot be properly documented, determined and evaluated; qualifications are acquired and defined in different ways in the Member States; bilateral agreements can make comparability with other systems difficult; there is often insufficient cooperation between educational institutions and national and regional authorities. The planned European Credit System for Vocational Education and Training (ECVET) will help ease cross‑border mobility of workers and create transparency for professional qualifications gained abroad.

Stages in the development of ECVET

Improving vocational training is a key element in attaining the goals of the Lisbon Strategy (March 2000): economic growth, improved competitiveness, employment and social cohesion. The European Council also stressed the need for improved transparency in the attestation of formal qualifications and lifelong learning as important elements in adapting to the requirements of the knowledge‑based society. In Bruges in 2001 it was decided that there should be more intensive European cooperation in vocational training. At the Barcelona summit in March 2002, the foundation was laid for transnational recognition of learning outcomes in vocational training, which is geared to the recognition of educational achievements by means of the European Credit Transfer System (ECTS). In November 2002 the Council adopted the Copenhagen process, giving priority to a system of credit transfer for vocational education and training. This takes particular account of transparency, comparability, transferability and recognition of skills.

ECVET is one of a number of European‑level educational initiatives and is intended to create a link between vocational training and university education. Other such initiatives are ECTS (to promote the mobility of students and trainees), EUROPASS (to promote transparency concerning qualifications and competences), the European Quality Charter for Mobility and the European Qualifications Framework (EQF), for which the rapporteur was the author, in 2006, of the EQF own‑initiative report of the European Parliament.

Consultation with parties concerned

The rapporteur welcomes the involvement of experts and their participation in working groups, consultations and the preparation of studies. These enable ECVET to be regarded as a worthwhile instrument for the best possible adaptation of vocational training systems to the needs of individuals and the requirements of the job market. Consideration of specific national and regional characteristics and usefulness for employees and enterprises in Europe as their employers are prerequisites for this. The rapporteur can confirm, on the basis of conversations, the impression that the importance of practical vocational training based on cooperation between schools and industry (e.g. the dual system in Germany) is not sufficiently well‑known in countries where education is, typically, based solely in schools, nor is the considerable investment in terms of expertise, time and cost which is entailed in gaining a quality professional higher education qualification such as a master craftsman’s diploma or recognition as a ‘Fachwirt’ (a non‑academic professional qualification). The results of consultations concerning ECVET were discussed at a conference in Munich in June 2007, during the German Council Presidency, at which the rapporteur was present.

Aims of the credit system

ECVET is a method‑based framework which describes knowledge, skills and competences acquired on the basis of learning outcomes, assigns credits and places them in the context of qualifications, which are intended to be freely transferable between different professional qualification systems, primarily in the field of formal education. The application and assignment of credits still requires lengthy discussion. In theory, learners gain units one by one, which they can then combine by means of the ensuing credits into an overall competence profile or, under certain circumstances, a qualification denoting a generally recognised diploma. The automatic accumulation of partial qualifications, intended to lead to a full qualification, runs counter to general practice in the Member States where there is a holistic approach in vocational training and the ‘Berufsprinzip’ (tailoring of vocational training to specific skilled occupations) leading to a final examination is applied.

The system will be effective if those involved undertake to comply with the quality assurance criteria. They must also ensure that there is no forcible modularisation of vocational training, and that recognised occupations requiring training do not become fragmented.

ECVET is based on learning outcomes which vary greatly as a result of differences in national vocational training systems. Agreements must be reached between educational institutions, businesses and national authorities, thereby involving a wide range of players. The success of the project will be ensured if there is cooperation in a spirit of trust. High‑quality, sustainable partnerships and networks are to be established in Member States at European, national and regional level, with existing structures being used as a basis.

The voluntary nature of ECVET is crucial if it is to be accepted. There should be no legal conditions imposed on players. The exclusion of harmonisation set out in Articles 149 and 150 of the EU Treaty must be respected, and variations between national qualifications systems must not be erased. Nor must established training practices and existing national arrangements in Member States be undermined; the diversity of education systems must be maintained. Best practices and well‑established, practical experience will reinforce the inherent dynamism of the process.

ECVET is a long‑term project, which is designed to evolve by means of a constant process. Four years after adoption of the Recommendation, the Commission will submit a report to the Council and Parliament on the experience gained and anticipated effects. This will require the involvement of the various players (users and their representatives).

ECVET can make a substantial contribution to attaining the goals of the EQF. It encourages transnational mobility and access to lifelong learning in vocational training. It should enable learners to embark on individual careers. The introduction of ECVET will create significant added value for Europe and constitute an important contribution to the establishment of a European job market and the sustainability of Europe.

The rapporteur recommends:

· that ECVET be introduced, with the voluntary participation of Member States, in a way which is gradual and based on experience; a framework for implementation should be created by consensus and with respect for national characteristics

· that clear criteria be established in order to safeguard relevance, transparency, comparability and mutual trust; a Europe‑wide, uniform quantitative basis for the assigning of credits is desirable

· that overall qualifications should not be achievable only by means of accumulating the requisite units in Member States where a qualification, to be considered complete, requires a final examination

· that the deadline put forward by the Commission for the introduction of ECVET be extended; implementation by 2012 seems unrealistic. There should be a test period so that practical experience can be channelled into the development of the programme; at the same time, however, deliberate delays must be avoided.

· that an ECVET users’ guide be prepared. This should be practical and be drawn up immediately

· that the administrative burden of ECVET be kept as low as possible. This includes structuring the reporting system simply and clearly, so that it can be negotiated by SMEs and small establishments. Instead of setting up a large‑scale European platform, use should be made of institutions, partnerships and networks which are already cooperating successfully

· that the ECVET system must be available to, and useful for, other systems outside the EU, in order to fulfil the Lisbon objectives of a flexible, knowledge‑based economic area.

OPINION of the Committee on Culture and Education (*) (7.10.2008)

for the Committee on Employment and Social Affairs

on the proposal for a recommendation of the European Parliament and of the Council on the establishment of the European Credit system for Vocational Education and Training (ECVET)
(COM(2008)0180 – C6‑0162/2008 – 2008/0070(COD))

Rapporteur (*): Dumitru Oprea

(*) Associated committees – Rule 47 of the Rules of Procedure

SHORT JUSTIFICATION

A. Short summary

The recommendation of the European Parliament and of the Council proposes a European Credit system for Vocational Education and Training (ECVET), in order to facilitate transparency, transfer and accumulation of learning outcomes between various learning contexts and countries.

The diversity, even fragmentation of education, VET and qualifications systems in Europe as well as lack of cooperation between the various actors on the market (providers, authorities etc.) are a serious challenge for the mobility of the Europeans in the lifelong learning process. In higher education, mobility was boosted by the creation of the European Credit Transfer and Accumulation System, therefore the idea of establishing a similar system for the professional education and training is expected to have the same impact.

In this context, the recommendation establishes ECVET as a methodological framework that can be used to describe qualifications in terms of units of learning outcomes with associated points, with a view to transferring and accumulating learning outcomes. ECVET does not aim for or require harmonisation of qualifications and VET systems; it aims instead for better comparability and compatibility and it can be applied on any EQF reference level. The recommendation will be applied on a voluntary basis by the Member States starting from 2012.

The ECVET System is based on three key concepts:

· Establishing a framework in order to describe qualifications as units of learning outcomes, with a view to their accumulation and transferability;

· Establishing a system through which VET learning outcomes receive a number of credits that can be validated, accumulated and transferred from one learning context to the other and from one country to another;

· Promoting the networks and partnerships between institutions, authorities and other VET stakeholders in order to develop a climate of mutual trust and formalizing partnerships with Memoranda of Understanding (agreements between them).

The recommendation encourages Member States to use ECVET from 2012, in particular by adopting measures for its gradual application to vocational education and training qualifications, in accordance with national legislation and practice, for the purpose of transfer, recognition and accumulation of individuals' learning outcomes achieved in formal, non-formal and informal contexts.

B. Draftsman’s comments

The draftsman would like to draw attention to the fact that a successful implementation of ECVET must be based, first and foremost, on the common commitment to respect the quality assurances principles. In addition to that, an important role is also played by the encouragement of stakeholders to build up ECVET partnerships and networks, in order to assure not only a framework for testing ECVET, but also to become examples of good practice and to develop a climate of mutual trust in recognizing and transferring credits from one institution to the other.

A great advantage of the ECVET system is that it can be built up and improved upon a similar experience that was greatly successful in Europe – the ECTS (European Credit Transfer and Accumulation System), used in higher education. Therefore, ECVET must also take into account the extremely diversified market of VET; this is also the reason why it focuses on learning outcomes rather than time spent to accumulate knowledge, skills and competences.

Vocational education and training are an essential piece in the lifelong learning process, together with higher education. Having regard to the fact that these two elements usually complete each other, the draftsman would like to underline the need for compatibility, comparability and complementarity between ECVET and ECTS.

AMENDMENTS

The Committee on Culture and Education calls on the Committee on Employment and Social Affairs, as the committee responsible, to incorporate the following amendments in its report:

Amendment  1 Proposal for a recommendation Recital 2 a (new)
Text proposed by the Commission	Amendment
	(2a) Vocational education and training schemes, one of the main means 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 help to meet the needs of the labour market but also social cohesion, equality and the participation and involvement of citizens;
Amendment  2 Proposal for a recommendation Recital 3
Text proposed by the Commission	Amendment
(3) Council Resolution of 19 December 2002 on the promotion of enhanced European cooperation in vocational education and training ("the Copenhagen process"), and the Joint Report of the Council and the Commission on the implementation of the Education and Training 2010 work programme adopted in 2004, stress the importance of a credit transfer system for vocational education and training.	(3) Council Resolution of 19 December 2002 on the promotion of enhanced European cooperation in vocational education and training ("the Copenhagen process"), and the Joint Report of the Council and the Commission on the implementation of the Education and Training 2010 work programme adopted in 2004, stress the importance of a credit transfer system for vocational education and training, while the 2008 joint report of the Council and the Commission (document 5723/08) stresses the need to step up efforts to improve the quality and attractiveness of vocational education and training.
Amendment  3 Proposal for a recommendation Recital 5
Text proposed by the Commission	Amendment
(5) The purpose of this Recommendation is to create the European Credit system for Vocational Education and Training (hereinafter "ECVET") intended to facilitate transfer, recognition and accumulation of learning outcomes of individuals who are aiming to achieve a qualification. This will improve the transparency and portability of citizens' learning outcomes across and within Member States in a borderless lifelong learning area.	(5) The purpose of this Recommendation is to create the European Credit system for Vocational Education and Training (hereinafter "ECVET") intended to facilitate transfer, recognition and accumulation of learning outcomes of individuals who are aiming to achieve a qualification. This will improve the transparency, trans-national mobility and portability of citizens' learning outcomes across Member States in a borderless lifelong learning area and also improve the mobility and portability of qualifications at national level between various sectors of the economy and within the labour market.
Amendment  4 Proposal for a recommendation Recital 9
Text proposed by the Commission	Amendment
(9) This Recommendation should facilitate the compatibility and comparability between credit systems used in VET and the European Credit Transfer and Accumulation System (ECTS), which is used in the higher education sector, and thus should contribute to greater permeability between levels of education and training, in accordance with national legislation and practice.	(9) This Recommendation should facilitate the compatibility, comparability and complementarity between credit systems used in VET and the European Credit Transfer and Accumulation System (ECTS), which is used in the higher education sector, and thus should contribute to greater permeability between levels of education and training, in accordance with national legislation and practice.
Amendment  5 Proposal for a recommendation Recital 12 a (new)
Text proposed by the Commission	Amendment
	(12a) This Recommendation should facilitate the involvement of the competent local and regional authorities in the exercise of linking up national/regional qualifications frameworks to ECVET.
Amendment  6 Proposal for a recommendation Recommendation 1
Text proposed by the Commission	Amendment
1. promote the European Credit system for Vocational Education and Training (hereinafter "ECVET") as set out in Annex 1 and 2 in order to facilitate trans-national mobility in vocational education and training and borderless lifelong learning;	1. promote the European Credit system for Vocational Education and Training (hereinafter "ECVET") as set out in Annex 1 and 2 in order to facilitate trans-national, mobility and recognition of learning outcomes in vocational education and training and borderless lifelong learning;
Amendment  7 Proposal for a recommendation Recommendation 4
Text proposed by the Commission	Amendment
4. ensure that stakeholders and individuals in the area of vocational education and training have access to information and guidance for using ECVET. Furthermore, ensure that the application of ECVET to qualifications is properly publicised by the competent authorities and that associated "Europass" documents issued by the competent authorities contain explicit relevant information;	4. ensure that stakeholders, including individuals, in the area of vocational education and training have access to information and guidance for using ECVET. Furthermore, ensure that the application of ECVET to qualifications is properly publicized by the competent authorities and that associated “Europass” documents issued by the competent authorities contain explicit relevant information;
Amendment  8 Proposal for a recommendation Intention 2
Text proposed by the Commission	Amendment
2. develop a users' guide and tools in collaboration with national and European experts and users, develop expertise for reinforcing the compatibility between ECVET and the European Credit Transfer and Accumulation System used in the Higher Education sector, and provide regular information on the developments of ECVET;	2. develop a users' guide, tools and expertise for reinforcing the compatibility and complementarity between ECVET and the European Credit Transfer and Accumulation System used in the Higher Education sector, in collaboration with VET and higher education experts and users at European and national level and provide regular information on the developments of ECVET;
Amendment  9 Proposal for a recommendation Annex 2 - point 1 - paragraph 1
Text proposed by the Commission	Amendment
1. A unit is a component of a qualification, consisting of a part of the knowledge, skills and competence required for a given qualification. A qualification comprises in principle several units and is made up of the whole set of units. Thus, a learner can achieve a qualification by accumulating the required units, achieved in different countries and different contexts (formal, non-formal and informal).	1. A unit is a component of a qualification, consisting of a part of the knowledge, skills and competence required for a given qualification. Each unit has a number of associated ECVET credit points. A qualification comprises in principle several units and is made up of the whole set of units. Thus, a learner can achieve a qualification by accumulating the required units, achieved in different countries and different contexts (formal, non-formal and informal).
Amendment  10 Proposal for a recommendation Annex 2 - point 3 - paragraph 2
Text proposed by the Commission	Amendment
The Learning Agreement should establish that, if the learner has achieved the expected learning outcomes and these have been positively assessed by the ‘hosting’ institution, the ‘home’ institution can validate and recognise them as part of the requirements for a qualification, according to the rules and procedures established by the competent institution.	The Learning Agreement should establish that, if the learner has achieved the expected learning outcomes and these have been positively assessed by the ‘hosting’ institution, the ‘home’ institution should validate and recognise them as part of the requirements for a qualification, according to the rules and procedures established by the competent institution.

PROCEDURE

Title	European Credit system for Vocational Education and Training (ECVET)
References	COM(2008)0180 – C6-0162/2008 – 2008/0070(COD)
Committee responsible	EMPL
Opinion by        Date announced in plenary	CULT 24.4.2008
Associated committee(s) - date announced in plenary	19.6.2008
Drafts(wo)man        Date appointed	Dumitru Oprea 22.5.2008
Discussed in committee	24.6.2008		10.9.2008
Date adopted	7.10.2008
Result of final vote	+: –: 0:	13 1 0
Members present for the final vote	Ivo Belet, Marielle De Sarnez, Marie-Hélène Descamps, Věra Flasarová, Milan Gaľa, Lissy Gröner, Ruth Hieronymi, Mikel Irujo Amezaga, Manolis Mavrommatis, Ljudmila Novak, Dumitru Oprea, Doris Pack, Thomas Wise
Substitute(s) present for the final vote	Rolf Berend

PROCEDURE

Title	European Credit system for Vocational Education and Training (ECVET)
References	COM(2008)0180 – C6-0162/2008 – 2008/0070(COD)
Date submitted to Parliament	9.4.2008
Committee responsible        Date announced in plenary	EMPL 24.4.2008
Committee(s) asked for opinion(s)        Date announced in plenary	CULT 24.4.2008
Associated committee(s)        Date announced in plenary	CULT 19.6.2008
Rapporteur(s)        Date appointed	Thomas Mann 6.5.2008
Discussed in committee	10.9.2008		6.10.2008		4.11.2008
Date adopted	5.11.2008
Result of final vote	+: –: 0:	41 1 1
Members present for the final vote	Jan Andersson, Iles Braghetto, Philip Bushill-Matthews, Alejandro Cercas, Ole Christensen, Derek Roland Clark, Luigi Cocilovo, Jean Louis Cottigny, Jan Cremers, Proinsias De Rossa, Harald Ettl, Richard Falbr, Carlo Fatuzzo, Ilda Figueiredo, Joel Hasse Ferreira, Stephen Hughes, Karin Jöns, Sajjad Karim, Jean Lambert, Bernard Lehideux, Elizabeth Lynne, Thomas Mann, Jan Tadeusz Masiel, Elisabeth Morin, Juan Andrés Naranjo Escobar, Csaba Őry, Siiri Oviir, Marie Panayotopoulos-Cassiotou, Pier Antonio Panzeri, Elisabeth Schroedter, José Albino Silva Peneda, Jean Spautz, Gabriele Stauner, Ewa Tomaszewska, Anne Van Lancker, Gabriele Zimmer
Substitute(s) present for the final vote	Françoise Castex, Anna Ibrisagic, Rumiana Jeleva, Claude Turmes
Substitute(s) under Rule 178(2) present for the final vote	Giles Chichester, Viktória Mohácsi, Silvia-Adriana Ţicău