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QUALIFICATIONS (COPQUAL)

Wprn: WP14-40-18-QF


The ETF has been working with partner countries on the reform of qualifications systems for many years, focusing on occupational and training standards, competence-based assessment, and since 2005, on NQFs and improving vocational qualifications. In particular, the ETF supports partner countries in exploring how they can adapt and apply the EQF to their national circumstances.
The ETF inventory of NQF developments in partner countries shows that most are reforming their qualifications sytems to improve the quality of qualifications and their relevance to the labour market and learners. Two trends are evident: a move to reformulate qualifications defined by learning outcomes and the rapid and widespread emergence of NQFs. Most countries are legislating, or have already introduced, NQFs and have initiated the necessary support processes of establishing institutions, engaging stakeholders and developing standards.
The 2012 Torino Process, formal requests and informal contacts all indicate that partner countries will look to the ETF for contuined support for the next few years. The EQF provides both a technical model and a reference to which almost all partner countries wish to align their own national systems to, even those which are not candidates for EU accession. Countries in Bologna, but not part of the EQF process, have in most cases started to develop lifelong learning NQFs. A growing number of Neighbourhood countries are entering into Migration and Mobility Dialogues or Mobility Partnerships with the EU and see NQFs and the validation of non-formal and informal learning as instruments to facilitate legal migration and mobility and integrate returning migrants. In Central Asia, NQFs are considered as tools for VET reform.
For all countries the development of relevant vocational qualifications for initial, secondary, tertiary VET and for CVT is a priority. Existing qualifications are in many ways inadequate. In order to improve relevance and quality assure the development, maintenance and use of the qualifications, new governance structures are necessary. Many countries plan to develop sectoral councils. Other institutional changes include establishing coordinating bodies such as qualifications authorities and setting up quality assurance agencies. The new qualifications will progressively influence assessment, certification and learning processes, engaging different stakeholders. Some countries are conceputualizing their NQFs, others have policies in place, and some have already started implementation. The ETF is developing different tools to support them to the next stage.
Partner countries start from specific national contexts from which new systems are developed. The ETF adds value to partner country reform processes through its expertise, impartiality, and unique position as an EU agency able to share, adapt and support implementation of EU instruments and policies and without the limitations inherent in time-bound project support. The ETF therefore pays particular importance to strengthening the capacities of policy makers, practitioners and. Beyond stakeholder dialogue, countries increasingly need to operationalise and institutionalise the role of stakeholders. Exchange of experiences between partner countries and with European and relevant third countries is particularly important.



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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