At the planning stage, it is important to know which elements of ECVET are able to be implemented independently, and which elements might require the participation of other actors and institutions.
In some countries, the process of implementing ECVET in Geographical Mobility might require relatively few changes to that which already exists, with mechanisms already in place for the recognition of mobility-related learning outcomes. In other countries, this can be a complex process that requires the participation of many different actors and institutions.
Institutional Commitment and Strategic Development
Institutional commitment to the implementation of ECVET, and to the increased recognition of learning outcomes achieved beyond the home organisation or institution, is a fundamental starting point, ensuring support from senior level managers and department heads and, wherever possible, embedding this into the strategic priorities of the organisation. Such strategic development can, in some cases, require the additional participation of education and training ministries and/or national qualifications authorities. Beyond this, there may also be a need to consider the involvement of one or more different actors from within or beyond your own organisation or institution.
Core Actors and Activities
From a design perspective, it is important to involve those individuals with responsibility for developing, or identifying, units of learning outcomes best-suited to the planned mobility experience (for example, teachers, trainers, human resources staff, international development officers, qualifications authorities): for these actors, activities might involve agreeing on units of learning outcomes, linking the planned mobility phase to existing education, training or course provision, and the possible attribution of credit.
In terms of implementation, or delivery, there is a need to consider those actors responsible for the delivery of education, training and learning activities, alongside competent institutions or authorities able to assess, validate, and possibly certificate, learning.
For other mobility practitioners, such as companies or training providers, activities might include establishing partnerships with education and training providers (either nationally or in another country), developing mobility procedures and content, and producing associated documentation - such as Memoranda of Understanding orLearning Agreements - able to ensure the delivery of a quality-assured mobility experience.
In terms of competent institutions or authorities, it is important to recognise that roles and responsibilities can differ from country to country - for example, competent institutions or authorities might be responsible solely for qualifications design and the allocation of credit, or could be additionally involved in quality assurance, assessment, accreditation and/or the award of qualifications - and that not all bodies and institutions providing mobility opportunities are able to act independently.
In this video, Elina Lehtikangas from Helsinki Vocational College (Finland), describes the steps taken with their partner colleges when moving from regular mobility to ECVET mobility.