Quality assurance in vocational education and training: A collection of articles
Quality in vocational education and training is an issue that tops the agenda in government conferences and in school meetings. If learning doesn’t lead to satisfactory outcomes, everyone loses: learners, employers and society at large. There are new approaches to performance monitoring, measurement of quality or output-based policies. Policy makers, education institutions, administrators and teachers in our partner countries have always been concerned with quality in education and training. However, with so many new developments, we decided to capture the state of the art in the field and stimulate the debate, and we launched a call for articles, which are presented here. We hope to raise awareness about the potential of quality improvement and quality assurance in education and training in our partner countries.
Author(s): 1. Maria Emília Galvão, 2. Sean Feerick and Arancha Oviedo, 3. Margareta Nikolovska, 4. Zeljko Raicevic and Margareta Nikolovska
Put simply, lifelong learning means that people can – and should have the opportunity to – learn throughout their lives.
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.
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”: promoting better functioning and inclusive labour markets and vocational education and training systems in ETF partner countries.
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.
Teachers are a critical factor in education reforms. The ETF takes therefore the role of schools and teachers seriously throughout its work.
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.
Governance modes and models have a high correlation with the overall performance of education and training policies, influencing their strategic formulation and implementation.