default Assuring quality in vocational education and training The role of accrediting VET providers, 2011 Popular


European Centre for the Development of Vocational Training (Cedefop), 2011

The aim of this study is to analyse the role of accreditation of VET providers in the framework of assuring quality in training provision. National approaches and cases initiated by sectors for accrediting VET providers and programmes in IVET and/or CVET are analysed to define their common elements and differences. Accreditation of an education and training provider is the process of quality assurance through which accredited status is granted to the provider showing it has been approved by the relevant legislative or professional authorities by having met predetermined standards (Cedefop, 2008c).

The study’s findings are based on eight in-depth case studies in seven Member States and four sectoral accreditation systems. The research sample encompassed seven Member States: Denmark, Germany, France (with different approaches for IVET and CVET), Hungary, Italy/Lombardy, Romania and UK/England. The following sectoral approaches for quality in VET have been examined: banking and financial services, European computer driving licence (ECDL) in the ICT sector, hotels and restaurants sector, and the welding sector. 

default Barcelona declaration on the contribution of the regions and territorial authorities regarding the organization and promotion of training mobility of individuals in initial vocational education and training, 2009 Popular


The undersigned regions and territorial authorities, gathered in Barcelona on the 26th and 27th of May 2009 at the European Conference of the Regions for the promotion of mobility in Initial Vocational Educational and Training, are aware of:

  • the importance of mobility in IVET,

  • the existing obstacles to mobility,

  • the recent efforts aimed at improving transparency and validation of the professional


  • the growing role of the regions and territorial authorities in training mobility actions,

    and wish to promote debate and active participation amongst these regions and territorial authorities. Therefore, and under the proposal of the Government of Catalonia, they approve the following Barcelona declaration on the contribution of the regions and territorial authorities regarding the organization and promotion of training mobility of individuals in initial vocational education and training.

    This Declaration is not intended to create legally binding obligations between the undersigned regions and territorial authorities. 

default COUNCIL RECOMMENDATION on the validation of non-formal and informal learning, 2012 Popular


Official Journal of the European Union, 2012


default Déclaration de Barcelone sur la contribution des régions et autorités territoriales dans l’organisation et promotion de la mobilité formative des personnes en formation professionnelle initiale, 2009 Popular


Les régions et autorités territoriales européennes soussignées, réunies à Barcelone les 26 et 27 mai 2009 à l’occasion de la Conférence Européenne des Régions pour la promotion de la mobilité formative1 dans la Formation Professionnelle Initiale, sont conscientes :

  • de l’importance de la mobilité en FPI,

  • des barrières existantes pour mener à bien cette mobilité,

  • des efforts réalisés récemment, visant à faciliter la transparence et la correspondance

    des qualifications professionnelles,

  • du rôle croissant des régions et autorités territoriales dans le domaine de la mobilité


    et ont la volonté de promouvoir le débat et leur participation. Par conséquent, et sur proposition du Gouvernement de la Catalogne, elles approuvent la présente Déclaration de Barcelone sur la contribution des régions et autorités territoriales dans l’organisation et promotion de la mobilité formative des personnes en formation professionnelle initiale.

    Le but de cette Déclaration n’est pas la création d’accords légaux entre les régions et autorités territoriales soussignées. 

default ECTS Users’ Guide, 2009 Popular


European Communities, 2009


This ECTS Users’ Guide provides guidelines for implementation of the European Credit Transfer and Accumulation System (ECTS). It also presents the ECTS key documents. The Guide is offered to assist learners, academic and administrative staff in higher education institutions as well as other interested parties.

ECTS1 is a tool that helps to design, describe, and deliver programmes and award higher education qualifications. The use of ECTS, in conjunction with outcomes-based qualifications frameworks, makes programmes and qualifications more transparent and facilitates the recognition of qualifications. ECTS can be applied to all types of programmes, whatever their mode of delivery (school-based, work-based), the learners’ status (full-time, part-time) and to all kinds of learning (formal, non-formal and informal).

Guide contains following issues:

  • ECTS key features
  • Implementing ECTS in higher education institutions
  • Quality assurance and ECTS
  • ECTS key documents


default ECVET National Coordination Points, 2012 Popular


European Centre for the Development of Vocational Training, 2012 

Overview on national ECVET coordination points (List as 29 May 2012) 

default EQAVET Work Programme 2013-2015 Popular


European Quality Assurance for VET, 2013.  

The brochure outlines the priorities and plan of action of the EQAVET work programme for years 2013-2015.

default EQF Referencing Process and Report, 2011 Popular


Published by the EQF project "EQF Referencing Process – Examples and Proposals (EQF-Ref)", 2011 

In order to use the EQF as a translation device, countries are asked to reference the levels of their national qualifications systems to the EQF. According to common agreement, the na- tional EQF referencing processes must use transparent procedures and methods. The EQF Advisory Group has decided on criteria and procedures that should be considered for the referencing of national qualifications levels to the EQF.

To ensure that the referencing process is designed in such a way that it can be under- stood and trusted by stakeholders in all countries involved, the EQF Advisory Group has agreed on a set of criteria and procedures to guide this process. This set of criteria and procedures indicate the general direction of the referencing process and is presented in a note. The aim is to ensure that the information and documentation put into the public domain is validated by the competent authorities, is relevant, is transparent, is compa- rable and generates trust. In addition to listing the 10 criteria/procedures agreed by the EQF Advisory Group, the note contains a brief explanation that clarifies context and intentions.

default European Credit System for Vocational Education and Training - Overview, 2012 Popular


Presentation consist overview of following issues:

  • Learning Outcomes: statements of Knowledge, Skills, Competences
  • Units of Learning Outcomes : component to be assessed, validated and recognised
  • ECVET Points : additional information about units and qualifications
  • Credits is given for accessed learning outcomes
  • Mutual Trusts & Partnerships,MoU and Learning Agreements

default European guidelines for validating non‐formal and informal learning, 2009 Popular


European Centre for the Development of Vocational Training, 2009

Validating non-formal and informal learning is increasingly seen as a way of improving lifelong and lifewide learning. More European countries are emphasising the importance of making visible and valuing learning that takes place outside formal education and training institutions, for example at work, in leisure time activities and at home.

The guidelines presented in this publication aim to support this process by identifying the main challenges facing policy-makers and practitioners and – to a certain degree – pointing to possible ways to respond. They should be seen as a practical tool, providing expert advice to be applied on a purely voluntary basis. Their impact relies exclusively on their relevance and ability to add value at national or local levels. 

default Future Work Skills 2020, 2011 Popular



Anna Davies, Devin Fidler, Marina Gorbis

Institute for the Future for University of Phoenix Research Institute, 2011


This report analyzes key drivers that will reshape the landscape of work and identifies key work skills needed in the next 10 years. It does not consider what will be the jobs of the future. Many studies have tried to predict specific job categories and labor require- ments. Consistently over the years, however, it has been shown that such predictions are difficult and many of the past predictions have been proven wrong. Rather than focusing on future jobs, this report looks at future work skills—proficiencies and abilities required across different jobs and work settings. 

default Get to know ECVET better - Questions and Answers, 2011 Popular


Document prepared by the ECVET Users’ Group 


This questions and answers document is the first in a series of guidance documents for all stakeholders involved in ECVET implementation.  

The questions and answers document has three parts:
Part A – Contains explanations of key concepts and processes

Part B – Presents the functions of ECVET competent institutions

Part C – Highlights some examples and possible approaches to the concrete application of ECVET concepts and processes presented in Part A. These examples are intended to illustrate the explanations made and they do not contain an exhaustive set of possible approaches to a given issue. They should be adapted to specific situations when used to inspire further practice. The examples were written in 2009-2010 based on documentation existing at the time, using ongoing ECVET pilot projects and initiatives, but also building on examples from qualifications systems where some of the ECVET principles are already in place. 

default Keeping you informed about the European Credit system for Vocational Education & Training Popular


Publication Manager:

Didier Gélibert

Editorial Committee:

Didier Gélibert/Véronique Lable

Coordination :

Imanovation Alexandra, Costa Artur

English proof reading and editing:

Keith Brumfitt 

ECVET magazine n°18

March 2014 


The information provided in the paper concerns:

  • Customised seminar in Ljubljana;
  • The ECVET team’s new website and its future assessment: the floor is yours;
  • Thematic Seminars ‘Learning Outcomes’ and ‘Teachers and Trainers’;
  • Learning outcomes are here to stay but a lot of work remains to be done;
  • ECVET in Polish VET;
  • From VET to higher education - the story of Victor;
  • The ECVET Mobility Toolkit;
  • ESCO – European Skills, Competences, Qualifications and Occupations;
  •  EASQ – European Area of Skills and Qualifications;
  • ECVET team - Work programme 2014.

default La transition vers les acquis de lʼapprentissage - Évolutions conceptuelles, politiques et pratiques en Europe, 2009 Popular


Centre européen pour le développement de la formation professionnelle, 2009 

Ce livret traite de la transition actuelle vers les acquis de lʼapprentissage dans les politiques et pratiques européennes dʼéducation et de formation. Le texte se fonde directement sur lʼétude comparative exhaustive (qui a été publiée sé- parément) menée par le Cedefop en 2007, couvrant 32 pays européens par- ticipant au programme Éducation et formation 2010. 

default Learning outcomes approaches in VET curricula - A comparative analysis of nine European countries, 2010 Popular


European Centre for the Development of Vocational Training, 2010 

This study explores how the shift to a learning outcomes based approach affects curricula and learning programmes in vocational education and training in nine European countries (Germany, Ireland, Spain, France, the Netherlands, Poland, Romania, Slovenia and the UK- Scotland). 

default Learning outcomes approaches in VET curricula - A comparative analysis of nine European countries, 2010 Popular



European Centre for the Development of Vocational Training (Cedefop), 2010


This comparative study addresses the relationship between learning outcomes and curriculum policies and developments in vocational education and training (VET) in nine European countries: Germany, Ireland, Spain, France, the Netherlands, Poland, Romania, Slovenia, and the UK-Scotland. 

default Linking credit systems and qualifications frameworks - An international comparative analysis, 2010 Popular


European Centre for the Development of Vocational Training, 2010 

This study analysed qualifications frameworks and credit systems in six EU Member States and two non-European countries focusing on how these influence the design and award of qualifications, administration and management of qualifications systems and the development of learning pathways (conception of related and progressive programmes/qualifications) and individual learning paths (progression possibilities for the individual). It is based on a qualitative and exploratory research design using semi-structured interviews and literature review. The sample of countries was selected to cover established as well as emerging qualifications frameworks and qualifications systems with different approaches to credit transfer and accumulation. The research also encompassed the European credit systems (ECTS, ECVET), and qualification frameworks (EHEA framework, EQF). It proposes a set of scenarios for their evolution based on status quo and drivers for change. 

default Monitoring ECVET implementation strategies in Europe, 2013 Popular


The European Centre for the Development of Vocational Training, 2013
Christian F. Lettmayr, Acting Director
Laurence Martin, Chair of the Governing Board 

This year’s ECVET monitoring report the third from Cedefop focuses on the necessary conditions Member States should create for its implementation. The report shows that Member States are progressing and are increasingly committed to ECVET implementation, although Europe is still far from a fully operational credit system in VET and developments are heterogeneous. It is necessary to mainstream efforts and work on synergies with other European tools, especially the national qualifications frameworks and their referencing to the European qualifications framework that are also contributing to creating those necessary conditions. 

default Necessary conditions for ECVET implementation, 2012 Popular


European Centre for the Development of Vocational Training (Cedefop), 2012 

ECVET implementation is essential for the development of VET and qualifications systems, but it is also a complex and challenging process. There is therefore a growing need, especially in the current climate of budgetary restraint, for guidance on how to develop ECVET and cultivate a sense of shared ownership during the implementation process. For ECVET to succeed at European level and in Member States, potential users must be aware of it and of its benefits, and those responsible for its development and implementation must fully understand it. Success also depends on exchanges between peers about the conditions and strategies necessary for implementation.

This booklet is intended as a tool to help decision- makers to identify and then create the conditions necessary for implementation of ECVET at national, regional, local and sectoral levels.

Given the comprehensive nature of ECVET, the guidance contained in this booklet is intended for all VET stakeholders: VET practitioners, policy- and decision- makers, social partners and researchers as well as enterprises and sectoral organisations. The booklet will help them to prepare education and training systems for implementation of ECVET. 

default NFIL-Recommendation-2012-FR Popular


default Policy Brief On Quality Assurance of Evaluation Procedures, 2009 Popular


European Network for Quality Assurance in Vocational Education and Training, 2009

This policy note is based on the peer learning activity (PLA) held in Fulda, Germany, in March 2009. It brings together the contributions made by 13 European countries reflecting on quality assurance and management in vocational education and training (VET) focusing in quality management, evaluation and controlling in VET systems.

default Quality Assurance in Lifelong Learning with particular focus on vocational education and training and adult education, 2011 Popular


Austrian National Agency for Lifelong Learning, 2011

This project compendium compiles the first thirty projects that have - in the frame of the QALLL project mapping and analysis - been identified as good practice in the field of QA in VET and AE. The project themes rang from self-evaluation to external evaluation to accreditation through to cer- tification. 

default Quality in the Lifelong Learning Popular


Tina Bertzeletou

Presentation consists following issues:

  • What is VET?
  • What is quality?
  • The EU VET Package
  • What is EQARF?
  • What is EQF?
  • What is ECVET?
  • What is Europass?