ECVET Toolkit Examples

  • After Mobility
    • Evaluate Process and Results / Added-value
    • Validate and Recognise Learning Outcomes
  • Before Mobility
    • Agree How to Document Learners‘ Achievements
    • Clarify Validation and Recognition
    • Discuss Assessment
    • Identify Units of Learning Outcomes
    • Prepare Memorandum of Understanding
    • Sign Learning Agreement
  • Building Partnerships
    • Building Trust
    • From Bilateral Cooperation to Networks or Consortia
    • International Partners
    • National Partners
    • Using ECVET with New and Existing Partners
  • During Mobility
    • Carry Out Assessment
    • Document Assessment Results - Personal Transcript
    • Provide Learning Activities
  • ECVET and Learning Outcomes
  • Preparing ECVET
    • Added-value of ECVET
    • ECVET Mobility Model: Before-During-After
    • Pre-Conditions for ECVET
    • Who Does What
  • Quality Assurance in ECVET
  • Using ECVET with New and Existing Partners

Let´s go Europe! Guidelines for the application of ECVET in the course of mobility periods in VET (Austria, 2012) - Example: the stories of Peter and Sandra [page 15]


ECVET Users’ Guide - Part 2: Using ECVET for Geographical Mobility (2012) - Annex D: ECVET for mobility in practice - Example 1: Mobility for Rosa, working towards a qualification in tourism, in Finland, and based on the experience of M.O.T.O project; Example 2: Mobility for Yvonne, working towards a qualification in metal sector, in Germany, and based on the experience of the MOVET project.


FINECVET AS A PIONEER: From Piloting to Implementation! Starting Points for Implementing the European Credit System for Vocational Education and Training (2012) - Example: ECVET Mobility in the Tourism Industry – Rosa [pages 30-33]

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M.O.T.O. Model of Transferability of Learning Outcome units among different ECVET systems (2011) - note choices made in terms of partners during different stages of the process [pages 17-27]


NETWORK ECVET System for No Borders in Tourism Hospitality European Training and Work - refer to "description and selection of the professional profile to be tested" [page 6] 

Examples of assessment approaches and instruments from ECVET Pilot Projects


We have tried ECVET: Lessons from the first generation of ECVET pilot projects - Synthesis of Results (2012)


CEMES Web-based platform for the Evaluation of Management Skills


ECMO Toolkit of Assessment Instruments - ECMO Guide for Organising Mobility according to ECVET criteria (2012)


CREDCHEM Assessment Form – contained in ECVET as a Vehicle for Better Mobility? Moving from Recommendation to Practice (2012)


EVOC Assessment Form - contained in the EVOC Handbook (2009)


EASYMetal Units of Learning Outcomes (includes direct reference to testing requirements)


TRIFT Form for the Evaluation of Workbased Competences - for use by Teachers 


M.O.T.O Assessment Sheets - examples used with Austrian Students and Italian Students


Examples of Student Evaluation Sheets used in the Hansa ECVET project


AZUBI-Mobil Appraisal Forms - examples developed for use with a Hotel Management Trainee and a Clerk

IMPAECT Assessment Sheet for Students

ECVET Enterprise Example Assessment Form

EUCVET Assessment Grid (example used in automotive sector)

International Vocational Training for Future European Electricians Examples of Different Assessment (Test) Forms

Kainuu Vocational College Example of Work Placement Assessment Form

Example of Assessment Form used in Norway

Sedutop II Example of a Completed Student Assessment Form

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euVETsupport Guideline on the Implementation of ECVET Mobility - available in EN / DE / NL / IT / ES / FR.

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In the two examples given below, we can see the range of organisations involved in implementing ECVET:



In Finland, the implementation of ECVET in mobility begins with the Ministry of Education and Culture - responsible for educational legislation and for assigning credit points to qualifications - and the National Board of Education - responsible for qualifications requirements and for assigning credit points to individual units. Beyond this, and absolutely central to the mobility experience, individual Education and Training Providers are responsible for attributing credit points to parts of units and to individual learning outcomes, as well as for assessment and skills validation practices within their institutions - including for learners from other countries. For competence-based qualifications, with often more independent learning paths, Qualifications Committees take responsibility for the formal recognition of achieved competence and for the issuing of qualifications, albeit with a need to agree in advance on mechanisms for the recognition of competences assessed abroad.



In the Netherlands, several stakeholders are involved in ECVET and geographical mobility. The Ministry of Education, Culture and Science sets the governance and legislative structure for educationVocational qualifications are managed by centres of expertise (branch-related, competent bodies that feature stakeholders from different occupational fields) whose role is to develop and maintain qualifications and to accredit and ensure sufficient workplaces for VET students. Beyond this, individual vocational education and training institutions are responsible for curriculum development, training delivery and for the assessment and validation of skills. In terms of assuring the quality of education, training and assessment, a national education inspectorate takes the lead, reporting directly to the Ministry of Education, Culture and Science.

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In the ECVET Projects website a number of useful videos are provided in which an overview is given of the three mobility phases.

Additional example of Learning Outcomes from the Foodpro project

NETINVET - a network that brings together training centres from 10 EU countries that are keen to develop high quality mobility for learners. The network model itself can be seen as a model for others, and network members also implement ECVET as a part of delivering mobility.

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 (comparative reflections - post-mobility)

ECVET Users’ Guide - Part 2: Using ECVET for Geographical Mobility (2012)

(confirms key quality assurance issues for those organising ECVET-related mobility programmes)