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QUALIFICATIONS (COP)

Wprn: WP13-40-18-QF


The ETF Community of Practice in Qualifications is a team of 8 experts in qualifications systems, an IT expert and a project assistant. Its members develop and share expertise in this field to support partner countries in developing their qualifications systems in the context of education and training reforms.
Reform of qualification systems is high on the agenda of almost all ETF’s partner countries. Countries are seeking to improve the quality of their qualifications and their relevance to the labour market and the learner. In particular, two trends are evident: a move to reformulate and re-structure qualifications in terms of learning outcomes and the rapid and widespread emergence of National Qualifications Frameworks (NQFs) – no fewer than 27 of the 31 partner countries are planning, developing or already implementing NQFs.
Copqual is responding by applying its expertise to facilitate these reforms. There are two key characteristics to our approach: first, we consider that the aim of reform of qualifications systems, including any decision to develop an NQF, should aim to improve the quality and relevance of qualifications; second, we work close to the ground, focusing on implementation issues such as governance and institutional development, qualifications development and on implications for assessment, curricula, and quality assurance.
There is now evidence of important progress in our countries. Many of them have recently passed legislation, or are in the process of doing so, in particular in Eastern Europe (Armenia, Georgia, Ukraine, Azerbaijan), Central Asia (Kazakhstan & Kyrgyzstan), the Western Balkans and Turkey (Albania, Bosnia and Herzegovina, Croatia, Kosovo, Montenegro, Turkey) and the South-Eastern Mediterranean countries (Jordan, Morocco, Lebanon, Palestine, and Tunisia), while also Russia, the Republic of Moldova, Egypt and Serbia are expected to move ahead next year. Some countries have begun implementation, developing new qualifications and placing these in the NQF. A number of countries are establishing institutions to support implementation of their NQF, which deal with the coordination of the NQF, quality assurance, assessment and certification, including, the recognition of non-formal and informal learning, and the development of new occupational standards and vocational qualifications. Economic sector bodies and social partners are increasingly engaged with development of occupational standards and qualifications.
We support this activity by working in partnership with national officials, experts, professionals, social partners and other stakeholders in the respective countries. We explore with the countries the relevance of NQFs as reform tools, facilitate design of the NQF and assist in capacity-building of national authorities and social partners during NQF implementation to enable them to lead and control their own reforms. We facilitate seminars, give presentations, and support them via technical and policy advice. We produce studies and reports, aimed at providing up to date information and debate on qualifications, which can be used by our stakeholders. We also run the Qualifications Platform, an online community of practitioners, experts and officials working in qualifications systems, which facilitates the exchange of information and experiences; the Platform has both English and Russian- language communities.
The CoP is also taking stock of critical areas for future development. In 2013 we will complete and disseminate our study on the reform of vocational qualifications in partner countries, and formulate action points for follow-up which we wish to discuss at the Torino Process conference. We will also undertake a new study on legislation and institution-building. Additionally, we will provide an input into the Ministers meeting of the ASEM countries in Kuala Lumpur in cooperation with Cedefop and Unesco. We will continue our involvement in the EQF Advisory Group, ECVET and the ESCO developments. We will intensify our work on validation of non-formal and informal learning, in line with EU priorities and explore the links to migration further.
Our activities should support our partner country colleagues in implementing reforms of qualifications systems by providing expert technical and policy advice and capacity-building.



Topics

    VET system assessment

    Lifelong learning

    Put simply, lifelong learning means that people can – and should have the opportunity to – learn throughout their lives.

    Skills and migration

    Skills and migration

    Increased labour mobility across borders brings the skills issue onto the international agenda so the ETF also focuses on policy actions related to skills and employment of both emigrants and returnees.

    Entrepreneurial learning

    Entrepreneurial learning

    The ETF aims to develop the capacity of partner country institutions and other stakeholders in developing, monitoring and reviewing policies in the areas of entrepreneurial learning and enterprise skills.

    Employment and Employability

    Employment and Employability

    “Employment”: promoting better functioning and inclusive labour markets and vocational education and training systems in ETF partner countries.

    Qualifications Systems

    Qualifications Systems

    The ETF's role in qualifications is to provide expertise for the reform of qualifications systems in partner countries, in their various stages of planning and implementation.

    Learning and teaching in VET

    Learning and teaching in VET

    Teachers are a critical factor in education reforms. The ETF takes therefore the role of schools and teachers seriously throughout its work.

    VET quality assurance

    VET quality assurance

    Quality assurance is provided through the development of methodological instruments to facilitate a structured policy learning process, integrating quality assurance principles, and reinforcing the quality assurance dimension in the Torino Process.

    VET Governance

    People around a table

    Governance modes and models have a high correlation with the overall performance of education and training policies, influencing their strategic formulation and implementation.

Projects

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