EQAVET BASICS

VET System: a general framework in Europe
In 2000, the European Council adopted the Lisbon Strategy, aimed at making the EU the most competitive and dynamic knowledge-based economy in the world, characterised by constant economic growth, creation of new and better jobs and larger social coherence.

An important part of this strategy is to develop the common European lifelong learning area, and relevant systems of lifelong learning in the Member States.

The Bologna Process in higher education, the Education and Training Work Programme 2010 and its successor, the Renewed Education Strategy 2020, and an increased focus on the importance of early years and adult education in a lifelong learning context have contributed to creating an enhanced awareness of the importance of holistic approaches to policymaking in education and training and the need to focus on issues of context when addressing implementation issues

The development of high quality vocational education and training is an important driver of the EU”s strategy, notably in relation to:

- the quality and efficiency of human capital

- social inclusion

- the promotion and support of mobility and employability

The European Quality Assurance system (originally known as a “Reference Framework”) for Vocational Education and Training (EQAVET) is designed to make sure that the quality of training programmes in UE countries can be trusted.
Its aim is to contribute to quality improvement in VET and to increased transparency of, and consistency in, VET policy developments between Member States, thereby promoting mutual trust, mobility of workers and learners, and lifelong learning

 

SUGGESTED LINKS

www.eqavet.eu (EU)

here the background paper of the EQAVET Sectoral Seminar – Quality Assurance of vocational training in the Tourism and catering sector in Europe. The document outlines the relevance of Quality Assurance on tourism training and the relevance of EQAVET for a more transparent implementation of quality assurance systems.

www.cedefop.europa.eu (EU)

Here you can find updated reports on European Countries' VET systems. It is an important repository of documents and material to know and to study the different European realities and approaches.

www.federalberghi.it (IT)

It is possible to find here a report of the Hotels and Accomodation Services Italian Association collecting a series of curricula and training courses for the sectors. In the document the term "quality" is recurring.

bw5.cilea.it (IT)

This is a grounding document for research in Italy as to education, training and qualification realized by ISFOL. It is the first report connecting Italian qualifications and certifications with EQF

www.doctae.eu (pdf) (IT)

An overview on Italian VET system (2008), drafted by Luca Boetti of IFOA

www.eqavet.eu (IT)

An interesting fact sheet on state of art of the EQVAT implementation in Italy. The document is a good starting point for analyzing the situation and a first clear overview.

2014 spotlight on VET, Greece (pdf)

VET in the Greek education and training system, Distinctive features of VET Challenges Education and training in figures

Benefits of vocational education and training in Europe for people, organisations and countries (pdf)

This publication examines how VET’s market and non-market benefits interact in organisations and how they can be maximised to improve productivity.

Quality: a requirement for generating trust in qualifications (pdf)

Systematic quality assurance arrangements underpin trust. Education and training institutions which lack quality assurance arrangements risk finding themselves in the company of fake ‘qualifications’.

Study on Quality Assurance in Continuous VET and on future development of EQAVET (pdf)

A report submitted by ICF GHK that maps the quality assurance instruments in continuous VET (CVET) in ten selected European Member States and compares these with the European Quality Assurance reference framework in Vocational Education and Training (EQAVET).

Thematic Working Group on Quality in Adult Learning Final Report (pdf)

This report has been prepared by the Thematic Working Group on Quality in Adult Learning, established in the framework of the Open Method of Coordination under the work programme of ET2020.

REPORT FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT AND THE COUNCIL on the implementation of the Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training (pdf)

This is the first report on progress of quality assurance in VET in the European Union,following the adoption of the Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training3 (hereafter the EQAVETRecommendation). It summarises the experience gained and presents the Commission proposals for the way ahead.

EQAVET INDICATORS’TOOLKIT (pdf)

The EQAVET Indicators Toolkit has been developed to provide a user-friendly and dynamic resource to support countries as they explore and implement the processes of developing their national approaches to the implementation of the Recommendation.The Toolkit comprises a “package” of resource material which explains the significance and uses of the indicators and is an intrinsic part of a set of guidance material for countries as they set out to meet their commitments under the Recommendation.

GREECE Indicators (pdf)

The following table summarises evidence identified that relates any indicators used at national level to the ten indicators proposed in the EQAVET recommendation.

VET providers' self-monitoring by using the EQAVET toolbox of indicators (A Guide for National Reference Points(pdf)

The Guidelines are designed to be used by quality assurance national reference points as they advise and support VET providers as part of their national approaches to the implementation of the European quality assurance reference framework.

Report on Vocational Education and Training 2011

This Report give a general framework about Vocational Education and Training in Germany

Study on quality assurance in continuous VET and on future development of EQAVET

This study maps the quality assurance instruments in continuous VET (CVET) in ten selected European Member States and compares these with the European Quality Assurance reference framework in Vocational Education and Training (EQAVET). The study describes how 10 selected countries (Austria, Belgium-fr, Czech Republic, Finland, France, Germany, Ireland, Italy, The Netherlands, and UK-England) carry out quality assurance on system and provider level in CVET. For Germany see pages 137-154

Quality assurance in TVET

This brochure give a general framework about the quality of technical vocational education and training (TVET) in the Romanian education system. This is defined as the totality of characteristics of a learning programme and of its provider, through which the expectations of the beneficiaries and the quality standards are met

Making best use of EQAVET

This presentations shows the benefits of Romania’s engagement in EQAVET developments

VET reform

Turkish VET reform addressed a wide range of areas through an integrated and system oriented approach, observing the principles of lifelong learning approach, which contributed to the development of a modern, flexible and high quality vocational education and training system responsive to the needs of the labour market and well integrated with the primary, general secondary, as well as higher education. Here in this booklet a modest attempt has been made to elaborate on the main aspects of the Turkish VET reform along with the structure of the education system

Country report_Turkey

This is a Report that want to explore the characteristics of VET systems in Turkey and to outline the main features that should be taken into account in process of adaptation of products to examine and compare the existing approaches for quality assurance in participating countries to study the transition from CQAF1 to EQAVET; to assess the progress of Turkey in linking its quality assurance arrangements to EQAVET to assess mismatches, shortages and gaps in quality assurance to consider the issues in adaptation of project products to identified countries specifics and to EQAVET

Quality assurance in VET

This article is an attempt to briefly summarise quality approaches in VET in South Eastern Europe (SEE) and Turkey, including highlighting some of the lessons learned. Its content has been developed on the basis of an analysis of the Torino Process 2012 reports for Albania, Bosnia and Herzegovina, Kosovo, Montenegro and Serbia, and of the Human Resources Development reports for the former Yugoslav Republic of Macedonia and Turkey

The European Credits System for Education and Professional Training- presentation delivered at an international trainers’ meeting, Nov. 2014, Teodorescu Alexandrina

The presentation highlights the new vision needed for VET, with elements clearly linked to the priorities of the strategic framework for European cooperation in education and training Professional-ET 2020

Annex to The National Strategy for the Implementation of the EQF for QA in VET at system and provider levels based on partnerships-National legislative document Ruling over Quality Assurance in VET- presentation at local CTT trainers’ meeting, Nov 2014

National Strategy for the Implementation of the EQF for QA in VET at system and provider levels based on partnerships.

The Quality Assurance process in the Romanian VET, Teodorescu Alexandrina - paper and presentation

The presentation sheds light on the European EURYDICE Report, Education and Training in Europe 2020 (European Commission, 2013) and seeks to emphasise the measures Romania is planning to adopt regarding quality assurance in VET.

Quality Assurance in VET for Tourism- book written as an outcome of the LLP/PAR/2012/103 project

It is a 299-page collaborative volume which reflects the research, exchange of experience, good practices of the partner institutions. It highlights the project findings and outcomes and how the partners will integrate them in their QA systems.

Guide for Quality Assurance in VET for Tourism-guide written as an outcome of the LLP/PAR/2012/103 project

The guide proposes a grid for quality assurance criteria for VET in Tourism.

The Quality Assurance Process in Romanian VET, Silvia IRIMIEA, Adriana Serban- research paper

The study sought to show the present state and achievements in the Romanian VET system.

Focus group on Quality assurance in VET and results of the focus group- Focus group organised on 27 Nov 2014

Press Release

1.Quality assurance in VET -The efficiency of a quality assurance system in the participants’ organisations -The used quality assurance system in the participants’ organisations 2.Recommendation of the European Parliament And Of The Council Of 18 June 2009 on the Establishment of a European Quality Assurance Reference Framework for Vocational Education and Training

Quality Assurance and Development of Vocational and Professional Education. / Ugotavljanje, zagotavljanje in razvoj kakovosti srednjega poklicnega in strokovnega izobraževanja

In the article the authors summarise the history of quality assurance (hereinafter QA) in Vocational Education and Training (hereinafter VET) on a European and also on a national level. This is followed by a summary of the existing national reports on QA in VET and the example of the current method for the total quality assurance system used for educational organisations, the peer review method. In the final part European and national developmental directions undertaken by QA in VET is summarised. The authors present a critical view towards learning outcomes oriented learning, which is also promoted through systems of QA. Text is supplemented with cases of projects, international examples and messages of crucial documents for development policies, which contributed to development of QA in VET in Slovenia. QA in VET is there, but it is a long-term process, which can become a value only if suitably supported on systemic level (legislation, analysis of quality indicators, international collaboration) and also on the level of VET providers (monitoring of work of quality teams by the system, inclusion into networks, care for selfevaluation etc.). The special characteristics of VET in comparison to other pre-university forms of education is the partnership with the employers, who are providers of work based learning in VET. This is a part of VET in which the endeavours for QA are supposed to get stronger in the near future. 

Key words: EQAVET, professional autonomy, selfevaluation, peer review, team for quality assurance of VET provider, quality indicators

Promotional leaflet on pilot seminars within AQUA.TS project in Slovene language.

Promotional leaflet on pilot seminars within AQUA.TS project in Slovene language.

PRACTICES

Methodologies, procedures and instruments to design, monitor, evaluate and assess education and training. Some cases and experiences.

Understanding different national VET systems, their characteristics, developments and priorities is a key element in different levels of the VET coordination and development process.
In these section AQUA.TS partners are collecting documents and materials useful to present a comprehensive picture of a country’s VET practices also to a wider public of non-experts in VET. It may also bring additional ideas and examples of good practices in EQAVET implementation.

 

SUGGESTED LINKS

www.cedefop.europa.eu (IT)

Accreditation experiences and impacts on VET systems: an overview care by CEDEFOP analyzing European Countries cases.

www.anvur.org (pdf) (IT)

The Italian University system case. The study has been drafted by the Italian Agency for the Evaluation of Italian University and Reserch. It could be interesting to understand the compliance and connections of its indicators and parameters with EQAVET indicators.

www.bequalplus.info (pdf) (EU)

An LLP Leonardo project (Expanding Bequal Benchmarking Tool And Community Of Practice For Quality Assurance In Vocational Education And Training (BEQUAL +). Here an Italian document part of a research analyzing and connecting instruments and approach for quality in VET.

archivio.isfol.it (pdf) (IT)

An overview of Quality Models in the Italian education and training system. The study is pre-EQAVET Recommendation and in it is in Italian.

sbnlo2.cilea.it (IT)

The study present the Italian reference Framework for the evaluation of Quality in Education and Training. The document is in italian. In the study there are several references to the European Framework for the Quality. See, in particular, tab.1.1 pag. 16

www.quadroproject.eu (pdf) (IT)

An LLP-Leonardo project (QUADRO). Interesting document where EQAVET systems and indicators are expressly mentioned. It is really sectoral so particularly relevant. The area is the Quality Development Roadmap for Training in the Financial Services Sector

www.qalll.net (pdf) (EU)

An European Project stressing the relevance of good practices. Here the final Recommendation document , about the others also EQAVET: The EQAVET is constructed on a quality assurance and quality improvement cycle. It aims to develop a systematic approach to quality assurance of VET systems and VET provision both at European and national levels.

www.evta.net (pdf) (EU)

An European Project about experiential learning. And a study that analyzes the impact of EQAVAT system also on this specific context. European Recommendation for Quality Assurance of Vocational Education and Training EQAVET and the common framework of descriptors, adapted to validation/cer tification (“client-oriented”, “continuing improvement”, plurality of stakeholders”, “promotion of learning validating practices” and, above all, “adoption of common frameworks”). Descriptors “taken from the principles identified by the – clearly well-timed – Council Recommendation of 20 December, 2012”

www.etf.europa.eu (pdf) (EU)

Proposed Indicators for Assessing Technical and Vocational Education and Training. An interesting study on Quality in technical education. At least one reference to a crucial case in EQAVET implementation: In Slovenia, Act for VET (2006) introduced a Quality Assurance system in VET at system and provider level in line with EQAVET/CQAF. See more at pag. 25

Study on quality assurance systems in work based learning and assessment in European VET

This study seeks to identify the quality assurance systems for work based learning at a local, national and European level. The study draw conclusions in relation to the range of methods used to assure quality in assessment in work based learning and comment on how these systems affect each of the key groups involved in VET. The quality assurance systems in England, Germany, Romania, The Netherlands and from a number of Leonardo da Vinci projects have been the unit of analysis in the study. For Germany, look at pages 33, 40

Quality management in vocational schools

This is a case study from Hesse published on Eqavet websiste. In Hesse, 17 vocational schools are working with a quality management system based on evaluation combined with development. The model (called Q2E) includes the establishment of a culture of routine feedback. The VET schools are given greater responsibility for quality assurance alongside the requirement to establish greater quality control. The pilot programme, established in 2005, is supported by Hesse’s Ministry of Cultural Affairs.

Quality development at the GS Göppingen

The "GS Göppingen" is a vocational school with a focus on technical education and training. The quality management system, which was introduced in 2002, is based on the concept OES developed in Baden-Württemberg and on the Swiss concept "Q2E". The concept “OES” is meant to strengthen the pedagogic and professional responsibility of vocational schools. Teachers and school management teams who assume full responsibility for the teaching and learning processes do not only develop the quality of the school itself, but also encourage students to assume responsibility for their learning processes. Granting increasing autonomy to individual schools implies that schools are responsible and obliged to assure and develop the quality, evaluate the effects and report to the school authorities. In the OES concept the idea of an “agreement on objectives” is an expression of this new quality in the relationship between schools and authorities

Quality Charter for the Training in a Small or Medium-Sized Enterprise

The European project “Europeanisation of the National Pilot Initiative for Quality Development and Assurance in Company-Based Vocational Education and Training” (ENIQAB) was launched at the beginning of March 2011. The project is being carried out by partners from Germany, Austria, Poland and Portugal and coordinated by the Federal Institute for Vocational Education and Training (BIBB).ENIQAB links the European Quality Assurance in Vocational Education and Training EQAVET initiative with the National Pilot Project focusing on quality assurance and quality development being promoted by BIBB using funding made available by the Federal Ministry of Education and Research (BMBF).The Quality Charter for the Training in a Small or Medium-Sized Enterprise is one of products developed within the national pilot project initiative to improve the quality of in-company VET. Agreement between all actors involved in vocational training on aims of training, required organizational conditions, methodological standards and forms of cooperation with the objective of the documentation of the results in a quality mission statement for vocational training.

Study on quality assurance systems in work based learning and assessment in European VET

This study seeks to identify the quality assurance systems for work based learning at a local, national and European level. The study draw conclusions in relation to the range of methods used to assure quality in assessment in work based learning and comment on how these systems affect each of the key groups involved in VET. The quality assurance systems in England, Germany, Romania, The Netherlands and from a number of Leonardo da Vinci projects have been the unit of analysis in the study. For Romania, see pages 41, 62, 67, 68, 84, 85, 91, 95, 101, 103

VET school self-assessment

This article is derived from brainstorming and discussions about the developments in VET, such as policies for quality including the role of key indicators, self-assessment in vocational schools and links with external evaluation. These findings are useful for policymakers concerned with quality in VET, and who are considering vocational school self-assessment as a policy choice for the transformation of schools in their country.The article is referred to some Country as Albania, Bosnia and Herzegovina, Croatia, the former Yugoslav Republic of Macedonia, Kosovo , Montenegro, Serbia and Turkey

Quality in Higher Education

This presentation is about quality on higher education in Turkey. It’s a framework about legislation in last ten years, that Turkey has applied to regulate quality process in higher education.

The CTT of the Babes-Bolyai University quality assurance strategy- Research paper - Irimiea Silvia and Serban Adriana,2014

The paper outlines the efforts made by the CTT to establish a high-level quality assurance strategy aligned with the European documents.

SWOT analysis for four European training providers

The grid reveals the outcomes of the SWOT analysis as part of a brainstorming and discussion session that took place at the CTT, 2014

Projects implemented by Institute of the Republic of Slovenia for Vocational Education and Training

Projects implemented by Institute of the Republic of Slovenia for Vocational Education and Training

FOCUS ON TOURISM

EQAVET and EQARF implementation in tourism education and training. A focused issues. Some hints to understand where are specificities and moreover needs to improve quality approaches, with reference to EQAVET.

 

SUGGESTED LINKS

archivio.isfol.it (pdf) (IT)

ISFOL study, The National Plan About Quality Assurance in Education and Vocational Training (2011),with reference to EQAVET system (see pag.3 and 6)

ec.europa.eu (pdf) (EU)

REPORT FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT AND THE COUNCI on the implementation of the Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training. This is a fundamental document. Among the other this it's maybe important to highlight one passage: …..such measures have focused on institutional, school-based provision (most of initial VET and part of continuing VET), with less visible impact on work-based learning and non-formal provision (which makes up most of continuing VET but could also play a key part in Initial VET in dual systems)

www.eqavet.eu (EU)

the EQAVET Newsletter (December 2013) with a lot of interesting questions and topics. Among the others the activity of Working Group 1 Working Group on facilitating the development of a QA approach for VET providers in line with EQAVET – (WG1)

www.eqavet.eu (EU)

Basic document. Study on quality assurance in continuous VET and on future development of EQAVET - Final Report. A complete overview with national reports and practices. The national reports introduce in a clear and effective way to national systems and connection with EQAVET

isfoloa.isfol.it (pdf) (IT)

Italian study care of ISFOL specifically focused on comparison and connection between VET providers accreditation systems and EQAVET (july 2013). It is in Italian.

www.education.ie (pdf) (EU)

Basic document. EQAVET implementation:“A European goal to be national approaches” achieved through EQAVET Projects 2011 – 2013 the experiences of the EQAVET pilot projects". it is possible start from here in order to find results and outcomes related to EQAVET experimentation and implementation. Also networks of institutions and organisation working on the issues.

eqavet.eu (DE)

Focused document. The German models for quality assurance in VET – how to secure the quality in the tourism and catering sector. No specific reference to EQAVET

eqavet.eu (EU)

Focused document. A sheet on the EQAVET sectoral seminar on the quality assurance of education and training in the tourism and catering sector. The seminar was hosted by the Federal Institute for Vocational Education and Training (BIBB, section "Quality Assurance and Development/Instruction Personnel/Distance Learning/DEQA-VET"). The experience is particularly interesting and addresses approaches and underlines needs.

www.swfm-qf.eu (pdf) (IT)

Working national document. Presentation about EQAVET and implementation in Italy. Care of ISFOL (October 2013)

isfoloa.isfol.it (pdf) (IT)

Working national document. Presentation of National Plan for Quality in Education and Training, with reference to EQAVET system. Care of ISFOL

www.eqavet.eu (EU)

Basic document. VET providers' self-monitoring by using the EQAVET toolbox of indicators (A Guide for National Reference Points). The report examines and explores with examples the implementation of the indicators.

Sectoral Seminar on Quality Assurance in Tourism VET

This presentation aims to focus on: 1. The German models for quality assurance in VET – how to secure the quality in the tourism and catering sector 2. Career possibilities in the tourism and catering sector 3. How to make the education up to date in the tourism and catering sector 4. The testing system in the tourism and catering sector

Quality in VET in European SMEs

In a context of increasingly fierce competition, driven by market globalisation, business sectors and individual enterprises need to respond effectively to constant change. The widespread use of new technologies has transformed production and distribution processes, work organisation and job profiles. Employers and employees face an almost permanent need for continuing learning. Although investment in education and training is an essential precondition, it is not in itself sufficient to guarantee satisfactory results. The quality of the training provision and of the learning process is critically important. Such challenges can be observed in the three sectors selected for the present study: the food and beverage industry, from manufacturing, and the retail trade and tourism from the services. They also have an important presence in the three Member States under analysis: Germany, Ireland and Greece. The Cedefop study sits at the intersection of in company and in sector competence building and development. It also provides a series of recommendations on how to connect the world of training to the world of SMEs and the labour market

Quality in VET in European SMEs

The main objective of this study is to investigate the circumstances under which small firms operating in specific sectors of economic activity in newer EU Member States make use of vocational training programmes designed primarily for their personnel. Of particular interest is the extent to which quality assurance approaches are incorporated in such measures. Three economic activities, one in the secondary sector and two in the tertiary sector (food processing, retail distribution and tourism), have been analysed in Bulgaria, the Czech Republic, Romania and Slovakia.

Quality Assurance in Vocational Education and Training for Tourism

This volume is a research of the European Leonardo da Vinci Lifelong Learning Partnership project Towards a common recognition of quality assurance systems in VET for Tourism (QualVET) (LLP/PAR/2012/103) implemented during 2012-2014. The volume attempts to bring together the presentations and materials drawn up throughout the lifetime of the project and disseminated through the conference organised by the Romanian coordinating partner, the Center for Tourism Training of the BabesBolyai University. The volume is focused on three major pillars: Vocational Education and Training (VET), quality assurance and tourism. The education-related issues refer to: VET for tourism, lifelong learning, adult education, all against the background of the European quality assurance policies for VET

The role of accrediting VET providers for Quality assurance

This study deals with accreditation of VET providers operating within national or sectoral VET systems and how accreditation is related to quality assurance. It focuses on both accreditation of VET providers and programmes, and complements the exploratory study that Cedefop published in 2009.The research sample of the present study includes seven Member States (Denmark, Germany, France, Hungary, Italy, Romania and UK/England) and four sectoral approaches (banking and financial services, hotels and restaurants, welding and the European computer driving licence in the ICT sector). Comparative analysis revealed that despite considerable differences between countries and sectors, and also within the same country, accreditations follow similar objectives and procedural steps to such an extent that it has been possible to define a prototype for accreditation processes which is certainly part of the study’s added value. Another important outcome refers to closer cooperation between VET and higher education in accreditation observed in several countries.

Quality Assurance in lifelong learning

The project “Towards a common recognition of quality assurance systems in VET for Tourism” has been undertaken by the Centre for Tourism Training (BabesBolyai University) as a coordinating partner for the purpose of carrying through the quality assurance reform in VET(Vocational Education and Training) for tourism, a reform that the institution has committed itself to implement. In the study there are several references to the VET system, quality assurance for VET and about VET in Tourism in Turkey. See, in particular, pages 79 – 111, 176 and over

Vocational Education and Training for Tourism. Specific Aspects which Influence the Students’ Perception of the Quality of their Learning Experience -Published article Studia Universitatis, Geographia, 2014: Silvia Irimiea, Adriana Şerban

The paper is a case study reflecting the results of a survey regarding the students’ perception of the quality of their learning and teaching.

Practical Training Activities in Favour of Quality for Travel Agents and Tour Guides-Research paper, 2014

The research paper reflects the teaching outcomes of practical undertakings in the teaching of tourism guides and travel agents, such as: city tours, study tours and tourism projects.

Identification Elements of Optimal Organisational Model of Tourism Education in Slovenia

The main aim of the research is to identify the elements of a suitable organisational educational model for tourism in Slovenia.