Reports

What are ‘transnational qualifications frameworks’? What does cross-border recognition of qualifications imply? What is the difference between comparability and equivalence? These are key concepts and questions that this report addresses. More fundamentally, the report examines emerging regional qualifications frameworks and their implementation strategies. Although it is premature to evaluate their impact, the reports looks also at the extent to which regional qualifications frameworks are able to achieve the various desired policy objectives associated with them particularly regarding mobility of labour and recognition of qualifications. Finally, the report examines the interplay between regional and national frameworks. The report traces, in a comparative approach, the short history of the regional qualifications frameworks to identify promising developments for the future.

The current paper relates specifically to the situation in Israel. It has been elaborated as a self assessment, and follows a study method that consists of desk research, data collection and working group meetings. During this intensive consultation process, which was facilitated by ORT Israel, the main national stakeholders (representatives from relevant ministries, social partners, the education system, businesses and civil society) discussed the current situation and put forward recommendations for its improvement. Based on the key discussion points and messages, Dr Eli Eisenberg and Osnat Hachmon from ORT Israel produced this report.

The following document presents a compendium of key data, challenges and priorities facing partner countries in the reform of their VET policies and systems.

Teachers for the Future is a regional report that draws together and analyses research findings from a study commissioned by the European Training Foundation (ETF) in seven countries in theWestern Balkan region, namely Albania, Bosnia and Herzegovina, Croatia, the former Yugoslav Republic of Macedonia, Kosovo2, Montenegro and Serbia.

This country report reviews the vocational and technical education (VTE) system and policies in Lebanon. The study was launched by the European Training Foundation (ETF) in 2010 to provide a concise evidence-based analysis of the VTE subsector.

The present report has been produced in close consultation with the EU Delegation and Bosnia and Herzegovina stakeholders including the Ministry of Civil Affairs, the Agency for Pre-primary Primary and Secondary Education, the canton Ministries of Education and Employment bureaus and Social Partner Institutions.

This report is one of the outcomes of the Women and Work project (2008–10) of the European Training...

The aim of this study, which is the first on the topic, was to provide a snapshot of social...

This document provides a survey of Israel's plans to increase the number of students in technological and vocational tracks, and in technological schools; and to invest in educational infrastructures, including advanced workshops and laboratories in schools, and regional technology centres. It also describes the ‘Technicians with Matriculation’ (Tech-Mat) programme, the ‘Springboard to Industry’ programme, programmes to develop a cadre of professional teaching staff for technological education, and refresher courses for teachers in cooperation with industry. It includes a proposal to offer special compensation to technology education teachers so that their salaries compete with those in the industrial sector. This would include remuneration for mentoring projects and developing innovative programmes.