National Partners

This section provides an overview of core issues related to building and establishing national partnerships to work on ECVET mobility issues.

 

Clarify Roles

 

Most importantly, sending organisations should be aware of, and should inform others of, their own role (at national level) with regards to assessment, validation and recognition, as well as any contribution made in terms of the definition of learning outcomes and the development of qualifications and units of qualifications. It should be clear to all parties, those areas for which the sending organisation is competent and legally able to act and those areas that lie beyond their jurisdiction.

 

In addition, there are also supporting roles, at national level, in relation to ECVET implementation, such as information and guidance, and funding for the mobility or training of teachers and trainers. These roles are equally important to clarify when establishing or structuring a national partnership.

 

Key Questions

 

Among the most important questions that need to be asked are:

 

  • what are the competence areas of the sending organisation with regard to ECVET?
  • which other institutions or authorities are responsible for different ECVET functions at national, regional and/or sectoral level?
  • who are the required supporting actors for ECVET?

Having clarified this, a sending organisation can go ahead and build the required national partnership, confirming the jurisdiction of each partner alongside the roles, tasks and responsibilities of each actor.

 

Further information is provided in the section Before Mobility.

 

Varying Models of National Partnership

 

National ECVET partnerships, and the breadth and type of participating partners, will vary from country to country.

 

In some cases, sending organisations might require assistance from, or the agreement of, one or more competent institutions or authorities to implement ECVET-related mobility activity. In other cases, the training provider might have full responsibility for decisions relating to mobility, assessment, recognition, validation and credit transfer.

 

In addition to differing national models, there could also be cases where partnerships and partner responsibilities differ within a single country, with a range of models used across different sectors, regions, levels of education and/or qualification systems.

 

Whichever model is adopted or in place, it is important that you secure the (implicit or explicit) approval, of all relevant national partners if ECVET mobility is to be successfully introduced and implemented.